Developing A Framework For Integrating STEM Approach at Primary

Discover Education
Research
Developing a framework for integrating STEM approach at primary

education of Bangladesh
Tamanna Sultana1 · Zeba Farhana1 · Sameul Hoque1 · Md. Al‑Amin1
Received: 2 October 2023 / Accepted: 1 July 2024
© The Author(s) 2024 OPEN
Abstract
STEM (Science, Mathematics, Engineering and Technology) education has widely been considered to have the potential
to prepare students with 21st-century skills. Though the Government of Bangladesh (GoB) is concerned with developing
human resources for the 21st-century, STEM education has not yet achieved a strong position in the national curriculum
system. This study aims to provide a guideline to the GoB to take necessary steps to integrate STEM initiatives aligned
with the current science and mathematics curriculum. Adopting a literature survey on the integrated STEM approach,
document analysis (primary math and science curriculum, textbook, and teachers’ guide of grade 3, 4, and 5) and semi-
structured interviews of the primary mathematics teachers, head teachers, STEM experts and curriculum developers of
Bangladesh, a framework of integrated STEM approach for primary level has been developed. Besides, the study identified
some chapters from science and mathematics textbooks where there are some scopes to integrate the STEM approach
and also developed some STEM activities for grade 3, 4, and 5 as future guidelines to the practitioners. This study con-
tributes to the field of STEM-focused primary education in the context of Bangladesh by offering practical guidelines for
academic institutions, curriculum developers, teachers’ trainers, and policy makers of the country.
Keywords Integrated STEM education · Framework · STEM activity · Primary education
1 Introduction
STEM Education is an initiative of the National Science Foundation (NSF), which was originally called Science, Mathemat-
ics, Engineering and Technology (SMET). This initiative aimed to offer critical thinking skills to all students so that they
would become creative problem solvers and the ultimate workforce in the competitive job market. To develop 21st-
century skills (e.g., critical thinking, collaboration, problem-solving, etc.) in every aspect of student’s life, the importance
of STEM education is globally accepted [1]. Extant literature showed that students’ learning becomes meaningful if they
can relate their knowledge to real-life situation, and this can be achieved through learning with the STEM approach [2].
According to Nadelson et al. [3], STEM education should be introduced in primary schools to develop the perception
and knowledge of STEM education from the basic level. Despite the huge potential of STEM education, its successful
implementation was not possible due to poor preparation, lack of qualified teachers in the STEM field, inadequate invest-
ment in the teachers’ professional development, less research collaboration in this field etc. [4]. Moreover, in developing
countries, the barriers are at individual, institutional, and societal levels [5]. In addition, existing literature reveals that
teachers’ prior views and perceptions influence their STEM teaching [6]. Furthermore, In the context of STEM education in
Bangladesh, a spectrum of challenges has been identified by scholars. Chowdhury et al. [7] underscored several hurdles,
* Tamanna Sultana, [email protected] | 1Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh.
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including the absence of well-equipped scientific laboratories, financial constraints hindering the procurement of materi-
als, inadequate training opportunities, the prevalence of large class sizes, negative attitudes towards STEM subjects, and
limited parental involvement. Additionally, Farhana et al. [8] shed light on specific obstacles associated with discipline
knowledge, teaching strategies, the learning system, and expectations. Unique institutional and social barriers encoun-
tered by women pursuing STEM education in Bangladesh have also been found. Furthermore, the primary education
system in Bangladesh faces significant challenges in preparing students for the needs of the 21st-century, particularly
in the fields of Science, Technology, Engineering, and Mathematics (STEM) [9]. Despite these multifaceted challenges,
the importance of STEM education for developing 21st-century skills in Bangladeshi students cannot be overstated.
In order to stay up with the high standards of the 21st-century, STEM education must be introduced throughout the
country [10]. Therefore, it is essential to explore whether there is scope to integrate STEM education in Bangladesh and
how it can be implemented successfully. This necessitates the development of comprehensive strategies for the effec-
tive implementation of STEM education. Consequently, there is an urgent need to develop a comprehensive framework
for integrating STEM into primary education to enhance student engagement and outcomes, preparing them for future
academic and career opportunities.
2 Literature review
It is well-known fact that in the current situation, the execution of STEM Education mostly depends on how to rearrange
the existing curriculum. Global STEM Alliance mentioned that a research-based pedagogical approach is appropriate
for STEM practice in the classroom [11]. Teaching strategies for STEM practice cannot be in a “chalk and talk method”.
Therefore, changes in curriculum and assessment systems are necessary [12]. In this instance, meeting the needs of 21st-
century learners and technological-economic realities should be considered with great importance [13]. In the STEM
approach, students should learn independently; therefore, constructivist and transformative approaches are highly val-
ued by researchers and policymakers [13, 15]. Alongside, Group work, problem-based learning & project-based learning
for designing and creating products [16], the arrangements of science fairs, Math-Olympiad, competitions, thinking labo-
ratories, science exhibitions, hands-on STEM sessions/workshops, reality shows, and innovation events were extremely
appreciated for STEM practice [17]. Also, few countries with large populations tried to set a connection between TVET
(Technical and vocational education) and STEM education [14, 18]. Some are developed and extensively applied in
educational settings as they have structured methods, procedures, and evaluation criteria. In practice, these teaching
strategies can be viewed as catalysts in integrated STEM education because these strategies have the potential to provide
an authentic learning experience to the students and can develop their skills. Research shows that some academics have
tried to initiate this approach to integrated STEM education to increase students’ attitudes, and career goals in STEM and
they often get the positive outcomes [2, 8].
Various studies on STEM implementation focused on discipline knowledge where different aspects of discipline knowl-
edge got emphasis. According to Drake and Burns the majority of the integrated curriculum discusses the arrangement
of content and context from diverse disciplines [19]. In that case, the depth of knowledge within the field and the
relationship across or beyond fields are the two prime factors. However, extant literature showed disciplinary, multi-
disciplinary, interdisciplinary, and transdisciplinary are the increasing levels of integration [20]. In the most advanced
level of integration, two or more disciplines are combined into real–life contexts or non-routine open-ended problems,
which facilitates students to form their learning experience. Extant literature showed that STEM content is recommended
to be very flexible and aligned to the social, cultural, and contemporary context of Australia [21, 22], where UNESCO
suggested that STEM curriculum should focus on the progressive development of both multi-disciplinary and cross-
disciplinary competences in meaningful settings [12]. STEM contents can be added to textbooks to enhance STEM-based
knowledge for both teachers and students [23]. Here, STEM-based ability is mostly related to the problems or challenges
that students are likely to encounter outside of school at sometime in their lives [8].
Farhana et al. [8] categorized the expected and necessary skills for the students into two sections: essential/core skills
and supportive attributes. Core competencies or most essential skills are related to 21st-century skills which include Criti-
cal Thinking, Problem Solving, Creativity, Communication, Collaboration, Computer and Digital Literacy etc. [24]. Along-
side, supporting attributes encompass developing a STEM mind-set, Process skills, Psychomotor skills, Agency & persis-
tence, Social & cultural awareness, Leadership, Life-long learning, Values, and Ethics [14, 16]. In addition, researchers have
recommended that voluntary organizations should provide significant support to girls aiming to pursue STEM careers
[16]. Moreover, the 21st-century skills are regarded as skills that can be transmitted or utilized in new circumstances. While
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the expectation of STEM education is linked to these skills, more emphasis is placed on the competencies that STEM jobs
require. This desire of competencies is severely required in workplaces, which guide schools to nurture students with
these competencies through STEM education.
For years, attempts to enhance STEM education have centered mostly on the formal education setting. However,
integrated STEM education desires to instruct in a true-to-life learning environment. Researchers show that recently lot
of STEM activities have taken place outside school such as after-school programs, in museums, in zoos, on television,
online, and in communion with fellow students and guardians [25]. This has various roots, for instance, cross-setting
learning and community of practice. Cross-setting learning indicates learning by cross-sector cooperation between
formal class one to college education, after school program or science-expert organization [26]. Community of practice
shows the groups of people, who have a common interest in a domain or area or to acquire knowledge associated with a
particular field, hear from each other, and expand them personally and professionally. Later on, it has become an essential
element of organization structure [27] that can be utilized in conventional classroom, and workplaces. Because of these
originations, this type of learning system is more extensive in that it combines formal, informal, and non-formal educa-
tion. Researchers mentioned classroom infrastructure needs to be improved for accessible and transformative STEM
learning. Classroom space should enable inquiry, experimentation, and engineering to all students [28]. Researchers also
demanded learning support to promote flexibility in STEM practice [29]. There is also a need of providing comprehen-
sive materials, tools, exemplary STEM resources, a teaching and learning module for STEM subjects and/or guidance to
support identified pedagogical strategies [16]. In addition, there is a necessity for technology inclusion as the usage of
these technological resources fosters critical thinking and problem-solving abilities [30]. A series of interactive videos to
complement teaching and learning activities known as the Blended Learning Open-Source Science or Math Studies can
be crucial for STEM practice [16, 31]. Additionally, previous research mentions that community practice through events
arrangement, mentor–mentee programs, school-parent collaborations, forming STEM clubs, and organizing colloquiums
and conferences on STEM implementation are important for developing STEM learning systems (p. 131).
Literature shows that the lack of discipline knowledge and pedagogical knowledge of the teachers and their unwill-
ingness to practice new approach are significant challenges for STEM integration [7, 32]. This happens due to insufficient
teacher training and a lack of qualified teachers from STEM backgrounds. Even, many of the teachers as well as other
stakeholders do possess various misconceptions about STEM education, e.g., STEM is synonymous with technology
enhanced learning (TEL), only addresses workforce issue, doesn’t give a floor for liberal arts foundations etc. [33, 34].
Along with this, the infrastructures, necessary facilities and funding issues are firm obstacles for implementing STEM
education [34]. Hence, these challenges and misconceptions can lead students to conventional career choices.
3 Theoretical framework
The theoretical framework [14] underpinning to this study is shown in Fig. 1. The framework consists of four components
considered fundamental elements of integrated STEM education.
Discipline knowledge is the first and leading component which involves scope and intensity. Scope is the variety of
disciplines involved in the integration, whereas the degree to which integration has been attained can be referred to as
intensity. The second component of this framework is teaching strategies. Teaching strategies may provide considerable
contributions to enabling integrated STEM education in practice. Expectations is the third component, which is typically
presented as a series of desires for students so that they become prospective democratic citizens and capable in their
future life [35]. The final component of the framework is the learning system, which presents a systematic and relevant
learning setting for STEM education.
Context is one of the crucial factors in integrating the STEM approach. The four components of the integrated STEM
framework may constitute a variety of views if they are put in a particular context. Various contexts could persuade or
hinder these four components to integrate into an intended STEM education. Thus, a successful integration of the STEM
approach indicates that these four components connect with each other easily in a specific context, i.e., the approach is
appropriate for that particular context. Conversely, enacting without concentrating on specific context will yield failure
in STEM integration. Generally, these contexts mean different cultural, physical, and social settings. Specifically, they
can be considered in a small-scale context like a school that comprises principal, prevailing curriculum, and co-worker.
The results of these contexts have inseparable connections with one another but are stressed diversely by stakeholders.
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Fig.1 Integrated STEM Education Framework [14]
4 Theoretical framework gap
While the STEM education framework [14] highlighted four distinct components (e.g., Discipline Knowledge, Teaching
Strategies, Expectations, and Learning Systems) to integrate STEM approach in education, there exists a notable gap in
the depth of discussion regarding each component’s application within various contexts. The existing literature [14] does
not explicitly discuss about each component (i.e., what should be the discipline knowledge, how teaching strategies
should be applied, what should be the learning system and what expectation need to be upheld from the learners) for
specific context. Moreover, the available literature provides limited guidance within a unified framework on the practical
implementation of such a model, particularly within resource-constrained environments like Bangladesh. Consequently,
this study attempts to bridge this gap in the extant literature by delving into the practical implications of utilizing this
framework within the context of a developing country such as Bangladesh. By exploring the multifaceted considera-
tions and challenges associated with implementing the proposed framework, this research aims to contribute valuable
insights to the discussion on STEM education initiatives in resource-constrained settings.
5 Methodology
In this study, we adopted a qualitative research design to develop a comprehensive framework and real-life oriented
activities for an integrated STEM approach at the primary level in the context of Bangladesh. STEM education is still an
emerging concept in Bangladesh, thereby parents, educators, and students might not be familiar with it. As a result,
gathering primary data on this topic through interviews was challenging and would likely to provide inadequate infor-
mation. Thus, this study used secondary data from an extensive survey literature review to supplement primary data
in order to achieve an in-depth understanding. By systematically analyzing existing research articles related to STEM
education, the study gained insights STEM implementation. This combined approach enhanced the depth of analysis,
and strengthened the validity of the study’s findings. Consequently, the data collection process consists of three stages:
firstly, to explore the scope of STEM implementation in the primary level in Bangladesh, data were collected from primary
school teachers, STEM experts and primary mathematics and science curriculum developers and head teachers via semi-
structured interview. Additionally, documents (science & mathematics textbooks and teacher’s guide of grade 3–5) were
also analyzed. Secondly, STEM activities were developed and validated by STEM education experts. Finally, to develop
a comprehensive framework of STEM education, drawing inspiration from [36] and [37] surveying literature were done.
Additionally, we have collected data from primary level school teachers through semi-structured interview to support the
findings from the secondary data sources (i.e., literature survey) to make the framework more aligned with the country
context. The data collection process (Fig. 2) and methodology matrix (Table 1) have been demonstrated as followed:
Both the primary and secondary data collected in stage 1 and 3, were analyzed following a didactic thematic approach
[38], where themes were predetermined. The themes for stage 1 were curriculum, school context, social community &
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Fig. 2 Data collection process
Table 1 Methodology matrix

Aim of data collection Data type Source of data No. of respond- Sampling tech- Instrument
ents niques
Exploring the scopes to integrate Primary Primary school teacher 12 Purposively Semi-structured
STEM: Data STEM expert 4 interview
• Curriculum, school context, social Curriculum developer 2
community and socio-cultural Head teacher 4
aspects
• Science and mathematic textbooks Secondary Mathematics and Science Grade 3–5 Document analysis
data textbook
Developing a comprehensive frame- Primary data Primary school teacher 12 Purposively Semi-structured
work for STEM interview
Secondary Published Article 18 Literature review
data
socio-cultural aspects and textbook. For stage 3, four distinct components (e.g., discipline knowledge, teaching strate-
gies, learning system and expectations) of the theoretical framework were considered as the theme and the sub-themes
emerging from the collected data were categorized under these themes (Table 9). The above design allowed a deeper
exploration of the institutional and systemic factors influencing the implementation of STEM initiatives in primary schools.
By integrating both secondary data from literature surveys and document analysis and primary data from interviews, the
qualitative research design facilitated a holistic understanding of the complexities surrounding the integration of STEM
education at the primary level. This approach enabled us to develop a robust framework that accounts for theoretical
insights as well as practical considerations, thereby enhancing the applicability and effectiveness of the proposed inte-
grated STEM approach in primary education settings.
6 Findings
The findings of the study have been discussed in three sections. Section-1 discussed the key findings of scopes to inte-
grate STEM approach focusing on specific areas such as curriculum, school context, and social community as well as socio-
cultural aspects, whereas section-2 identified the chapters in science and mathematics textbooks of different grades where
there are some scopes to integrate STEM approach. Finally, in section-3 the proposed framework has been developed.
6.1 Section‑1: Scopes to integrate STEM approach: curriculum, school context, and social community
The findings of the study show that there exist some scopes to integrate STEM approach in primary level. However, some
issues are identified which need to be addressed. The key findings of the scopes to integrate the STEM approach in the
specific areas (curriculum, school context, and social community) with few arises issues are as follows-
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• To some extent, the existing primary math and science curriculum and textbooks have scopes to integrate the STEM
approach, but it is necessary to redesign the curriculum and textbooks. It is found that to successfully implement STEM
approach, it is vital to rethink about the assessment and textbook design. Regarding this issue one of the teachers men-
tioned,
“Textbook should emphasize on practical work. Assessment style needs to be changed. Textbook should be designed on
the basis of student’s capacity, then this approach will be effective.”
This finding conforms with the findings of [39] where the authors argued that the best ways to guarantee the standard
and effectiveness of education are through curriculum design and redesign.
• Teacher’s guides should be supportive of STEM education and teaching strategies need to be suitable for applying the
STEM approach. Besides, it is necessary to clearly spell out how STEM approach could be applied in the teacher’s guide
so that teachers can easily adapt with the new approach. According to a teacher,
“To implement STEM successfully, teachers need to be trained and they also needs to provide a teacher’s guide on how
they will teach in the classroom to make familiar them with STEM approch.”
This finding is consistent with the finding of [40] where they suggested that in order to meet the needs of teachers
and be flexible in different circumstances, teacher guides should be adaptable.
• The contribution of the social community (e.g., parents’ mind-set, SMC role), classroom infrastructure, teacher-student
ratio, and school administration’s views need to be changed/modified to open the scope to integrate the STEM approach.
One of the teachers expressed,
“Parents in our country are not serious about science fair in schools. However, if STEM is implemented it will bring changes
in parents thinking and they will take science fair seriously.”
This finding conforms with the finding [41] where the researchers showed that parental influence can impact child’s
perspective of STEM. Parents can help dispel the idea that STEM subjects are difficult by making STEM learning fun and
approachable.
6.2 Section‑2: Scopes to integrate STEM approach in existing primary math and science textbook
The study identified some chapters from science and mathematics textbooks where there are some scopes to integrate
the STEM approach and some exemplary activities for grade 3 to 5 are developed. The following tables (Table 2, 3 and
4) show the link between different chapters of science and mathematics textbooks for STEM integration and Table 5
represents the specific alignment of different STEM activities for grade 3, 4 and 5 focusing on some specific aspects (e,g.
learning outcome, specific problem, role of teacher, students etc.) followed by brief discussions of developed activi-
ties (Table 6, 7 and 8).
Table 2 Link between Science book (Chapter name) Mathematics book (Chapter name)
different chapters of Science
and Mathematics textbook of Chapter 02 (Living & Nonliving things) ⟵⟶ Chapter 01 (Numbers)
grade 3 for STEM integration
Chapter 1 + 4 (Our environment + Water for life) ⟵⟶ Chapter 06 (Problems related to Addi-
tion, Subtraction, Multiplication and
Division)
Chapter 07 (Food) ⟵⟶ Chapter 08 (Fraction)
Chapter 03 (Matters) ⟵⟶ Chapter 09 (Measurement)
Chapter 01 + 03 (Our environment + Matters) ⟵⟶ Chapter 10 (Geometry)
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Table 3 Link between different chapters of Science and Mathematics textbook of grade 4 for STEM integration
Science book (Chapter name) Mathematics book (Chapter name)
Chapter 01 (Environment) ⟵⟶ Chapter 10 (Measurement)

Chapter 02 (Plants and Animals) ⟵⟶ Chapter 05 (Problems related to Addition, Subtraction, Multiplica-
tion and Division)
Chapter 04 (Food) ⟵⟶ Chapter 10 + 12 (Measurement + Collection & arrangement of Data)
Chapter 05 (Healthy lifestyle) ⟵⟶ Chapter 10 (Measurement)
Chapter 06 (Matters) ⟵⟶ Chapter 10/ 13 (Measurement & Geometry)
Chapter 13 (Population & Natural environment) ⟵⟶ Chapter 12 (Collection & arrangement of Data)
Table 4 Link between Science book (Chapter name) Mathematics book (Chapter name)
different chapters of Science
and Mathematics textbook of Chapter 01 (Environment) ⟵⟶ Chapter 03 (Problems Involving Four Rules)
grade 5 for STEM integration
Chapter 01 (Environment) ⟵⟶ Chapter 10/ 11 (Geometry + Measurement)
Chapter 05 + 11 (Matters + Weather & Climate) ⟵⟶ Chapter 04 (Mathematical Symbols)
Chapter 06 (Food for good health) ⟵⟶ Chapter 06 (Fractions)
Chapter 12 (Climate Change) ⟵⟶ Chapter 08 + 13 (Average + Data Arrangement)
Chapter 09 + 10 (Technology in Our Life + Infor- ⟵⟶ Chapter 14 (Calculator and Computer)
mation in Our Life)
Chapter 14 (Population & Natural Environment) ⟵⟶ Chapter 13 (Data Arrangement)
**
Engineering can be integrated mostly in the measurement, geometry related chapters of mathematics
books of grade 3–5
**
Technology can be integrated to collection & arrangement of data chapter of grade 4 and 5 Math book
and calculator & computer chapter in grade 5
**
Technology can be integrated to information in our life and technology in our life or related chapters in
grade 3–5 Science books
Table 5 STEM activity table

Grade STEM Theme Topic Lead Subject Supporting Problem/ Expectation Teaching Learning Content
Subject Activity Strategy System
3 Innovation Measure- Mathemat- 1. Science Students will Supporting Investigation Classroom, Measurement
and Pro- ment ics Chap 9: (Chap 1: use a bal- attributes- outside of (weight)
gress Measure- Environ- ance scale Process classroom
ment ment) to measure skills Psy-
(Specifically: 2.Mathemat- weights chomotor
Weight) ics (Chap 1: of various Skills
Number) things
3. Science from the
(Chap 3: environ-
Different ment
Types of
Matter)
Sustainable Water Science Mathematics Students twenty-first Investiga- Classroom, Water
System pollu- (Chap 4: (Chap 4: will try to century tion, outside of
tion Water for Multiplica- remove skills Discussion, classroom
Life) tion) pollutants -Problem Problem-
from the Solving, Solving,
water Creativity Project-
based
learning
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Table 5 (continued)
Grade STEM Theme Topic Lead Subject Supporting Problem/ Expectation Teaching Learning Content
Subject Activity Strategy System
4 Cause and How Science Mathematics Students twenty-first Project- Classroom, Weather and
Effect cloud (Chap 10: (Chap 12: will create century based outside of climate
forms Weather Collec- clouds in a skills -Crea- learning classroom
and Cli- tion and transpar- tivity (PBL),
mate) Arrange- ent bottle Critical experi-
ment of thinking menting,
Data) Supporting
attributes-
Psychomo-
tor Skills
Cause and Flood Science Mathematics Students will twenty-first PBL and Classroom Weather and
Effect (Chap 10: (Chap 10: conduct an century experi- climate
Weather Measure- experiment skills - menting
and Cli- ment) to see what Creativity,
mate) sea water Problem
rises can Solving,
cause Critical
thinking,
Supporting
attributes-
Psychomo-
tor Skills
5 Innovation Sources of Science Mathematics Students twenty-first Investiga- Classroom Energy and
and Pro- Energy (Chap 5: (Chap 11: will use century tion, Matter
gress Energy and Measure- mechanical skills - project- (Sources
Matter) ment) energy (a Problem based of Energy:
winch) to Solving learning Mechanical
carry heavy Supporting Energy)
loads attributes-
Psychomo-
tor Skills,
Process skills
Sustainable Trans- Science Mathematics Students twenty-first Experi- Classroom Energy and
System fer of (Chap 5: (Chap 11: will light a century menting, Matter
Energy Energy and Measure- bulb using skills - project- (Transfer
Matter) ment) lemon Problem based of Energy:
Solving, learning Chemical
critical Energy to
thinking Electrical
Supporting Energy)
attributes-
Psychomo-
tor Skills,
Process skills
Different activities (Table 6, 7 and 8) for grade 3, 4 and 5 focusing on learning outcome, specific problem, role of teacher, students and mate-
rials needed for conducting the activities are shown below.
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Table 6 Activity for grade 3
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Activity-1 Activity-2
1.1 Learning Outcome 2.1 Learning Outcome

Students will be able to measure the weights of different materials from their surroundings Students will identify the water pollutants and will come up with solutions to reduce it
1.2 Problem/Activity 2.2 Problem/Activity
Students will use a balance scale to measure the weights of various things from the environ- Students will try to remove pollutants from the water
ment 2.3 Teacher’s Role
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1.3 Teacher’s Role 1. Teacher will show some pictures of water pollution to the classroom and will ask students
1. Teacher will ask questions with a situation/context where weight measurement is needed. if they have seen anything like this in their surroundings
The objective of the engagement should be to explore how students perceive weight 2. Teacher will divide the students into small groups of 4–5 students and will tell them to
measurement concepts in their daily life identify what kind of elements they think are water pollutants
2. Teacher will show/demonstrate how to measure weight with a handmade balance scale. 3. Teacher will take the answers from all the groups and will make a list on board
(Customize it with materials) 4. Teacher will lead the students outside of the classroom and tell them to find out the pol-
3. Teachers will create small groups and guide students to make their own balance scale lutants
4. Teachers will give clear instructions to students to collect different materials from their 5. Teacher will put a bowl of water in front of every group and ask them to put the pollutants
classroom or out of the classroom to measure in the water
1.4 Materials for the activity 6. Teacher will ask the students to try to remove the pollutants from the water. As students
1. Even wooden/bamboo stick or jute stick or a wooden or wire hanger or a long new will find it difficult to remove the pollutants Teacher will talk about the impact of water
unsharpened pencil pollution in our life
2. Two paper cups 7. Teachers will help the students to discuss what they can do in daily life to reduce water
3. Cotton thread pollution. The whole classroom will come up with a list of ideas to reduce water pollution
4. Compass from geometry box 2.4 Materials for the activity
5. Scissors (or may give them proper size threads so there is no risk) A Clean bowl of Water
1.5 Students’ Role (Instructions for students) Different pollutants (Plastic bottles, Packets, Tissue, Dirt, Polythene)
1. Take the unsharpened wooden pencil and tie a tight knot with the thread just in the mid- 2.5 Students’ Role (Instructions for students)
dle of the pencil to hang or hold it for balance 1. Form a group of 4 or 5 members
2. Punch 3 holes in paper cups with the compass in geometry box and put the threads from 2. Name 5 elements that are water pollutants
outside to inside and tie secure knots. Keep the threads long for each cup and secure with 3. Share them with the class
knots to keep the same length for both sides 4. Go outside of the classroom and find out the pollutants in the school compound
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3. Make tight knots on both sides with the pencil like in the picture 5. Put the pollutants in the water and stir it
4. Collect and place different materials from the environment and measure them 6. Try to bring back the previous state of the water
5. Write down which are heavier and which are lighter 7. Discuss how you can reduce water pollution
Source: [42] 8. Make a list of actions in daily life to reduce pollution
9. Share with the class
Source: [43]
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Students will learn how clouds are formed Students will learn the impact of climate change and sea-level rise
Students will create clouds in a transparent bottle Students will conduct an experiment to see what sea water rises can cause
3.3 Teacher’s Role 4.3 Teacher’s role
1. Teacher will show some pictures of clouds and ask the students about their prior knowl- 1. Teacher will show some videos/visuals to show how ice are melting in the north pole
edge of clouds because of the rising heat
2. Teacher will give instructions to the students for this experiment 2. Teacher will help students to discuss the impact of it on our planet
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3. Teachers will have some assistance from other teachers for safety measures 3. Teacher will divide students into some small groups of 4–5 members and provide
4. Teacher will indicate the three ingredients of water, dust and temperature–pressure for resources and instructions
cloud formation while students doing the activity 4. Teacher will ask students to present their answers in front of the class and summarize it
5. Teacher will explain the different types of clouds after this activity 4.4 Materials for the activity
3.4 Materials for the activity 1. Plastic or transparent tray
1. Transparent plastic bottle (not new ones, used ones) 2. Ice cubes
2. Match 3. A sealed bag filled with anything to make it act like the land
3. Warm/Cold Water 4. Ruler
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3.5 Students’ Role (Instructions for students) 4.5 Students’ Role (Instructions for students)
1. Prepare a plastic bottle 1. Put the sealed bag on one side of the tray
2. Add a small amount of warm or cold water to the bottle 2. Pour water on the tray. Do not drown the bag here. The water level should be the same as
3. Put the cap and shake it up so that water droplets are sticking to the inside of the bottle the bag
4. Remove the cap and pour out the water 3. Put ice on the bag
5. Now light a match carefully and shake it instantly to burn it out 4. Wait for the ice to melt
6. Put the match in the bottle 5. Compare the water level with the previous one
7. Again, shake it up a couple of times. It will produce the second ingredient dust 6. Measure the difference
8. Squeeze the centre of the bottle as hard as possible. This is produce third ingredient 7. Think what would happen if the ice of the north pole totally melts and what would be the
temperature and pressure impact of it on our earth
9. Release both hands evenly and very quickly 8. Present and Discuss with the class
10. After several squeezes clouds will form in the middle of the bottle Source: [45]
Source: [44]
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Students will be able to use mechanical energy for weight lifting Students will be able to transfer chemical energy to electrical energy
Students will use mechanical energy (a winch) to carry heavy loads Students will light a bulb using a lemon
5.3 Teacher’s Role 6.3 Teacher’s Role
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1. Will ask students some questions to recall different forms of energy and ask for examples 1. As this experiment needs a lot of safety measures and sincerity, the teacher will dem-
of mechanical energy onstrate how the chemical energy is transferred into electrical energy. The students will
2. Will give clear instructions to do their project work and declare what activity they are observe and take notes of the whole process
supposed to do 2. The teacher will do the experiment on a wooden table
3. Make small groups and provide necessary materials to them, materials which can be 3. The teacher will bring the materials and set them on his/her table. First, take the zinc
brought from home teacher could have instructed to bring them before the day coated nails and bend over the copper wire to their necks
4. Teacher will create the winch step by step and provide instructions for the groups to fol- 4. Then insert the nails into one lemon and put the copper wire into the second lemon
low him/her beside it. Repeat the process two times more
5. After all groups make the winch and lift things successfully with it, the teacher will take a 5. For the fourth lemon just put the nail into it. And bend a copper wire a little and put it into
formative assessment where they will explain the activity and the energy form they used the first lemon. Bend the free side of the copper wire to connect it with the LED
for this activity 6. Now hold the LED wires in touch with the fourth lemon’s nail and the first lemon’s wire. To
5.4 Materials for the activity see if the bulb is lighting or not you ask students to make the room darker or gather closer
1. Cardboard tubes/ old toilet tissue tubes/ smoothed small tree branches having one-inch to the table
split in one side/ can make these tubes with old packaging of daily essentials 7. Invite small groups of students to observe the experiment
2. Thread, Scotch tape, Scissors and Jute stick/pencil 6.4 Materials for the activity
5.5 Students’ Role (Instructions for students) 1. Four lemons
1. Take two toilet tissue tubes and make a small cut in parallel on two opposite sides of the 2. 5 pieces of copper wires
tubes. Make sure the cuts are equal, can use the pencil and scale for a correct measure- 3. 4 zinc coated nails
ment 4. One LED light bulb
2. Secure the bottoms of the tube with tape. Then insert the jute stick/pencil through the 6.5 Students’ Role (Instructions for students)
cuts of the tube 1. Taking notes and explaining in their own words why the bulb lit up
3. Now tie a secure knot in the middle of the stick/pencil with the tread and secure it with Source: [46]
the tape
4. Roll over some thread in the middle and keep the end hanging from the pencil
5. Now tie the thing with the loose end of the thread that will be used to lift from the sur-
face the tubes are attached to
6. Be mindful to select the lifting things as winch needs to carry out its weight
Source: [47]
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6.3 Section‑3: Designing a framework for integrated STEM education
Through extensive review of various journal articles, we synthesized insights pertaining to the four key aspects
outlined in the theoretical framework of the study. Consequently, 19 sub-themes emerged, comprising four primary
themes: Discipline Knowledge, Teaching Strategies, Expectations, and Learning System. Sub-themes associated with
the specific themes are shown in Table 9.
To complement and enrich our understanding, along with the secondary data sources (survey literature), we
analyzed the primary data (interviewing participants) focusing on the four themes- discipline knowledge, teaching
strategies, learning system and expectation.
6.3.1 Discipline knowledge
The study found that in case of discipline knowledge, most of the participants argued that content should be flexible and
aligned with the social, cultural, and contemporary contexts. By ensuring relationships across and beyond disciplines (e.g.,
multidisciplinary approach), diverse disciplines’ knowledge should be connected with real context. A teacher mentioned,
“Students start to think when I integrate two or more disciplines. They answer my questions after giving it a thought. The
learning becomes clearer to the students and they are able to relate this with their real-life context. Also, all student’s
respond in the class when I integrate disciplines instead of few students.”
These findings conform with the previous studies [20, 21] and [13]. Though none of the participants talked about the
necessity of aligning STEM content with policy initiatives, we believe that the policy influences the country’s education
system, thus STEM content must be aligned with policy initiatives.
6.3.2 Teaching strategies
Our study found that teachers must apply research-supported pedagogy for STEM education. Constructivist and trans-
formative teaching strategies such as Inquiry-based learning, Project-based learning, Problem-based learning, Group
work, Science fair/exhibition, Math-Olympiad competitions, Game-based learning, Role play, and Demonstration are
considered operative teaching strategies from the findings of the study. An educator expressed,
“Demonstration, discussion, problem solving and project-based learning can be effective for STEM education. If Students
are not given the opportunity to demonstrate while solving a problem, then they won’t be able to solve it. Also, if they do
not get the opportunity to discuss then they won’t be able to develop creativity and communication skills.”
These findings supported by several research [11, 14, 15, 48] and [49]. Though hands-on STEM workshops and assess-
ment strategies for 21st-century learners are not supported as effective teaching strategies from the empirical data, we
consider these strategies, as it is vital to producing productive citizens and 21st-century learners.
6.3.3 Learning system
Conforming the previous study [28, 30] and [25], the study found that for integrated STEM education, the learning
environment should be flexible & adaptable and the classrooms should be technologically enhanced. Regarding this a
teacher mentioned,
“There is also a need for proper infrastructure like science and technology equipment for implementing integrated STEM
education in our country. For example, each classroom needs to have a projector.”
The finding also reveals that STEM practice outside school, such as field trips, is effective but not suggested due to
the negative attitude of parents. About this a teacher said,
“The first barrier in the implementation of STEM education will come from the parents. They think that this new approach
will hamper the learning of their children. so, the community and the society need to introduce the stem concept to the
parents properly.”
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Table 9 Sub-themes under each component (theme) of the theoretical framework of the study
Theme/Components Sub-Theme Reference
Discipline knowledge Flexible content alignment associated with context [21]

Combine disciplines knowledge to real-life context [20]
(2024) 3:112
Ensure relationship across and beyond disciplines (Multidisciplinary approach) [13]

Alignment of STEM content relevant to policy initiatives [13, 22]
Teaching strategies Research based pedagogy [11]
Constructivist and transformative teaching strategies [14, 15, 32]; [49, 50]
(Inquiry-based learning, Project-based learning, Problem-based learning, Group work, Science fair/exhibition, Math-Olympiad competitions,
Game- based learning, Role play, Demonstration)
Hands-on STEM workshops [17]
Assessment strategies to create 21st-century’s learners [12]
Learning system Adaptable and flexible learning environment [28]
Technology enhanced classroom [30]
STEM practice outside school (e.g. field trips, forming STEM club) [25]
Cross setting learning [13]
Community practice [17]
Mentor–mentee programs [17]
STEM based reality TV show [17]
Expectation Productive and engaged citizen [15]
Learners with twenty-first century skills (Critical Thinking, Problem Solving, Creativity, Communication, Collaboration, Computer and Digital [11, 24]
Literacy)
Lifelong learning [17]

Supporting attributes development (STEM Mind-set, Process skills, Psychomotor Skills, Social & Cultural Awareness, Leadership, Values and [11, 17]
Ethics)
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Research
We consider this approach by recommending a change in the mind-set of the parents. Though no evidence from the
empirical data, we believe that the learning environment should be capitalized by cross setting learning, community
practice, mentor–mentee programs, and STEM based reality TV shows.
6.3.4 Expectation
Conforming to the existing knowledge [11, 15, 24, 29] and [17], this study found that to introduce STEM education, it is
vital to fix up the expectation. It is expected that learners will achieve 21st-century skills, and competencies related to
their desired career and become productive citizens. Regarding this a teacher said,
“STEM students will be a more skilled and effective workforce. STEM will guide them to choose the right career path in
the future.”
Since there is no evidence from the existing literature about the expectation that learners will achieve necessary
competencies related to desire career, the empirical evidence has given emphasize ons it. Thus, we consider this issue in
our final proposed framework. Some other supporting attributes, such as a positive attitude towards STEM, process skills,
psychomotor skills, social and cultural awareness, leadership quality, values, and ethics will be developed and prepare
the learners for lifelong learning. About this a teacher said,
“Vocational education is developing better skills and attitude among students than traditional education as they empha-
size more on practical aspects. So, STEM can contribute to developing skill and attitude among the students.”
Fig.3 Proposed framework for integrated STEM Education
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Based on the above findings, an integrated STEM education framework (Fig. 3) has been developed. The proposed
framework (Fig. 3) also reveals some influencing factors such as teacher’s knowledge, mind-set of stakeholders, cur-
riculum and textbook, STEM-related training programs, physical facilities, funding and credit issues, policy that affect
the successful integration of STEM education. For successful integration of STEM education at the primary level and to
overcome the constraints, some suggestions have been recommended based on extant literature [15, 17] (Fig. 3)
7 Conclusion
This study developed a framework of integrated STEM education for primary education in Bangladesh. The framework
offers an integrated structure based on literature and empirical findings. Utilizing the results of the study, the curriculum
experts can redesign the primary math and science curriculum to bring it in alignment with integrated STEM education.
In addition, the developed six exemplar STEM activities will guide the teachers on how to prepare the STEM activities
and implement them in the teaching–learning process. Besides, this study can be utilized by teachers’ trainers to develop
the STEM-based professional skills of teachers. The findings of this study might be helpful to the policymakers to bring
notable changes in the policy to make STEM education feasible for all the stakeholders.
Author contributions T Sultana- contributed to the idea and design, data analysis and discussions part, prepare the overall draft of the manu-
scripts. Z Farhana-contributed to the idea and design, prepare the draft of the manuscripts. S Hoque-Contributed to the reviewed literature,
data collection and transcriptions process. M Al-Amin- Contributed to the reviewed literature, data collection and transcriptions process.
Finally, the article was read and approved by all authors of the study.
Funding Centennial Research Grant (CRG), University of Dhaka, Dhaka-1000, Bangladesh, provided funding for this project.
Data availability To preserve the participant’s privacy, the data that support the study’s conclusions cannot be publicly disclosed. However,
the authors may make the data available upon reasonable request.
Code availability Not applicable.
Declarations
Ethics approval and consent to participate For conducting the present study in Bangladesh, an explicit ethics statement from a committee
was not officially required. As researchers of an empirical project that was funded by the Centennial Research Grant, University of Dhaka, we
as author comprehensively oblige to adhere to standards for good research practice.
Informed consent All individuals taking part in the study gave their informed consent.
Competing interests There are no declared competing interests of the authors that are applicable to the subject matter of this study.
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adapta-
tion, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source,
provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article
are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in
the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will
need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://c reati vecom
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y/4.0
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Developing a framework for integrating STEM approach at primary

Received: 2 October 2023 / Accepted: 1 July 2024

© The Author(s) 2024 OPEN

Keywords Integrated STEM education · Framework · STEM activity · Primary education

Discover Education (2024) 3:112 | https://doi.org/10.1007/s44217-024-00188-6

Fig.1 Integrated STEM Education Framework [14]

4 Theoretical framework gap

Fig. 2 Data collection process

Table 1 Methodology matrix

Chapter 01 (Environment) ⟵⟶ Chapter 10 (Measurement)

Table 5 STEM activity table

1.1 Learning Outcome 2.1 Learning Outcome

3.1 Learning Outcome 4.1 Learning Outcome

5.1 Learning Outcome 6.1 Learning Outcome

6.3 Section‑3: Designing a framework for integrated STEM education

Discipline knowledge Flexible content alignment associated with context [21]

Ensure relationship across and beyond disciplines (Multidisciplinary approach) [13]

Lifelong learning [17]

Fig.3 Proposed framework for integrated STEM Education

Code availability Not applicable.

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4 Theoretical framework gap

6.3 Section‑3: Designing a framework for integrated STEM education