This link integrates instruction and assessment in class to help the learners meet their needs and reach the stage where they can perform independently.
Gifted students that received 8 sessions of integrated instruction did not think of math and science concepts separately but designed the solution process appropriately and solved problems creatively.
In addition, an integrated instruction can be designed by fusing the learning progression of scientific explanation with other learning progressions like the concept of energy or matter (e.g., Yao et al. 2015; Hadenfeldt et al. 2014).
The findings here suggest that teachers who engage in larger amounts of integrated instruction value providing an authentic learning context that makes clear connections between disciplines, reflecting key components of integrated STEM education (Moore et al., 2014; Kelly & Knowles, 2016).
Both TDTs were experienced, spent ample time together, had a variety of supports, and participated in activities during the PD representative of what STEM-integrated instruction could look like; yet it was difficult to move out of the design arena.
With faculty-librarian partnership and integrated instruction in a first year course, students showed the largest perceived increases in foundational information literacy skills but struggled with information literacy abilities.
Although this work is limited to middle school physical science teachers' experiences with first-time STEM instruction, many of the identified themes are not content-specific; therefore, this work may shed light on general struggles that are common across subject areas when introducing integrated instruction for the first time.
And according to the Arts Education Partnership, arts integrated instruction can offer "an alternative avenue for students to access and learn information in English language arts and mathematics and may be more effective than traditional remedial programs, thus offering a resource in helping to close the achievement gap". .
It is possible that our longitudinal integrated instruction maintained positive attitudes toward CAM and CAM use.
The desired interdisciplinary learning outcome is to support positive attitudes about the utility of integrated instruction by both broadening students' expectations about what counts as biology to include knowledge and techniques from other disciplines and supporting the development of more positive affective responses to the inclusion of this material.
