By using a combination of definitions, we provide flexibility in defining integrated STEM while valuing both the integration between two or more of the disciplines and the inclusion of engineering to contextualize learning.
Thus, defining integrated protection schemes for karstic groundwater systems is of vital importance for local communities and stakeholders to define and apply water management master plans, especially in environmentally sensitive regions.
In the STEM Academy, participants attended a variety of workshops on integrated STEM conceptualization, based on the state DoE's definition of STEM education provided in the "Defining integrated STEM education" section above.
Subsequently, the protein sequences were mapped to the genome using GeneWise and extended 280 bp upstream and downstream to define integrated gene models.
The Forage and Grazing Terminology Committee (FGTC), after differentiating grazing methods from grazing systems, further expanded the historical concept of "grazing system" to include "a defined, integrated combination of animal, plant, soil, and other environmental components," thereby approaching a grazing management plan.
The NEL framework defines integrated learning activities as those that "provide opportunities for children to be involved in more than one learning area" (MOE 2013, p. 84).
Incidental embodiment manipulations aim to influence cognitive processes using cues (for an example, see Jostmann et al., 2009), while we define integrated forms of embodied learning to feature bodily activity integrated into a learning task (based on the task-oriented view of embodied cognition presented by Wilson and Golonka, 2013).
Moore et al. (2014) defined integrated STEM education as "an effort to combine some or all of the four disciplines of science, technology, engineering, and mathematics into one class, unit, or lesson that is based on connections between the subjects and real-world problems" (p. 38).
For example, Sanders (2009) defined integrated STEM education as "approaches that explore teaching and learning between/among any two or more of the STEM subject areas, and/or between a STEM subject and one or more other school subjects" (p. 21).
We define integrated forms of embodied learning to be aligned with Wilson and Golonka's (2013) notion of task-related embodiment manipulations and incidental forms of embodied learning as examples of those studies that Wilson and Golonka (2013) describe as dealing with bodily priming effects.
To assess this possibility, we have defined integrated and also individual PPIN classes; as the latter have a source-specific characterization, they in turn generate disaggregated interactome datasets.
