Interviews with teachers from each case revealed three themes that varied across teachers' experiences: the nature of integration, choosing between science and engineering, and student engagement and motivation.
The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences.
Through a series of after-school workshops and summer camps that leverage computer science with other disciplines, such as art, media, business and engineering, Black Girls Code drives engagement around girls' existing interests.
I argue that the apparatuses of scientific, engineering and technological engagement that were implemented by BC Hydro resulted in both material and discursive changes to nature in the Stikine.
After analyzing the interviews as stated above, we identified three common themes across the three cases which serve to clarify the teachers' experiences in implementing integrated STEM: the nature of integration, choosing between science and engineering, and student engagement and motivation.
Our students' apparent natural abilities to engage in engineering design processes suggest that such engagement could be encouraged in problem solving across all the STEM disciplines.
The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent.
Much research work has studied the application of gamification in software engineering for increasing the engagement and results of developers.
Learning cognitive concepts, such as STEM (science, technology, engineering, and mathematics), involves engagement, attention, interaction, and mastery of information, generally through the guidance of a teacher in formal learning environments.
In the Next Generation Science Standards, scientific discourse is emphasized as main parts of the science and engineering practices (i.e., "Engagement in practices is language intensive and requires students to participate in classroom science discourse". – Appendix F) (Lee et al., 2014a; National Research Council, 2012, 2013, 2015).
