Understanding the Integrated STEM approach: contributions to epistemological, pedagogical, and methodological choices

Authors

DOI:

https://doi.org/10.5007/1982-5153.2026.e107678

Keywords:

systematic literature review, STEM, epistemological foundations, Integrated STEM approach

Abstract

The STEM movement has diversified over time, giving rise to different educational
approaches, including Integrated STEM Education. This study presents a Systematic
Literature Review aimed at understanding the epistemological, pedagogical, methodological,
and assessment-related foundations of this approach. The review was conducted using the
Parsifal® tool and included publications indexed in the ERIC, Web of Science, and Scopus
databases between 2013 and 2023. Following the selection process, 55 articles published in
international journals were analyzed. The findings indicate that Integrated STEM Education draws on multiple epistemological frameworks, with different perspectives coexisting
regarding the integration of Science, Technology, Engineering, and Mathematics. They also
reveal a predominance of active learning methodologies, particularly those grounded in
inquiry, problem-solving, and project development, with engineering design being recurrently
used to structure the practices. Assessment strategies are diverse and draw on multiple
sources of evidence. 

Author Biographies

Elisangela Muncinelli Caldas, Instituto Federal de Educação

Elisangela Muncinelli Caldas Barbosa é professora efetiva do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS), Campus Farroupilha, desde 2013. Possui graduação em Química Bacharelado e Licenciatura (2003) e Mestrado em Química Aplicada pela Universidade Estadual do Centro Oeste (2009) e doutorado pela Universidade Federal do Rio Grande do Sul (2014). Fez pós-doutorado na Faculdade de Educação da Universidade Federal do Rio Grande do Sul, entre 2023 e 2024, com um período da pesquisa tendo sido realizado na Universidade de Burgos, Espanha. Ingressou na Educação Básica em 2004, atuando nos níveis médio e Superior, com experiência na docência, na pesquisa e extensão. Seus interesses de pesquisa concentram-se na formação de professores, abordagens para o ensino-aprendizagem de Ciências e de Química. 

Flávia Maria Teixeira dos Santos

Flávia Maria Teixeira dos Santos é Professora Titular da Faculdade de Educação, da Universidade Federal do Rio Grande do Sul. Licenciada em Química pela Faculdade de Filosofia Ciências e Letras de Formiga (1990), Mestre em Educação pela Universidade Federal de Santa Catarina (1996) e Doutora em Educação pela Universidade Federal de Minas Gerais (2001). Fez pós-doutorado no Instituto de Educação da Universidade de Londres, de 2011 a 2012. Foi professora da Educação Básica por 13 anos e, desde 2001, atua na educação superior, com experiência na docência, na pesquisa e extensão. Seus interesses de

pesquisa concentram-se na formação de professores, dinâmica das interações, interações discursivas em sala de aula e ensino-aprendizagem de Química.

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2026-11-09

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Vol. 19 (2026)

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Copyright (c) 2026 Elisangela Muncinelli Caldas, Flávia Maria Teixeira dos Santos

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