A Comparative Study of Integrated STEM Curriculum in Finland, Singapore and the United States to Provide Recommendations for Iranian Curriculum Planners

Abstract

The aim of study was to compare STEM integrated curricula in Finland, Singapore, and the United States using a comparatively qualitative method. The United States was chosen because of its education structure diversity and the other two countries were purposefully selected because of their international success in the STEM disciplines. The purposeful sample was selected for collection of data according to the definition of STEM and research goals (n= 52). Data analysis and presentation of results were performed using Bereday’s Comparative Method and John Stuart Mill's agreement and difference approach. The first findings showed that all three countries have made their STEM goal to achieve 21st century skills and preparation of skilled workforce. Science and technology centers in all three countries are also in charge of STEM programs. The Finnish method differs from two selected countries due to the lack of STEM special schools and emphasis on participatory learning, in-depth attention to the issue of integration and training of professional teachers in all disciplines. Admissions to STEM schools in Singapore are also stricter than in the United States. Based on the findings, it is suggested to Iranian curriculum planners to pay attention to the integrated STEM - as an approach to the science curriculum- to use equally the capacity of schools, research institutes and science and technology parks for all students.

Keywords

• curriculum
• engineering
• mathematics
• science
• stem
• technology