True STEM vs Flawed STEM

Can you tell a flawed STEM project from a true STEM project? Use this handy checklist as a reference.



Start-to-finish instructions or restrictive materials ensure projects turn out essentially the same.					Projects turn out unique. They are constantly evolving through the design & engineering process.

Projects are often completed with little-to-no understanding of the math, science or engineering that makes them work.					Projects include labs & processes that grow student understanding (math, science, engineering concepts) to a level where they can deliberately create something new.

Data is not used to evaluate or engineer designs, nor is the scientific method. Construction materials may not allow for precise or accurate (usable) data.					Data is used to evaluate & engineer designs. Construction methods allow designs to have consistent & precise (usable) data. Students have “now-I-get-it” moments when they see how & why the concepts are used.

Projects are selected & driven by the novelty of the finished product (what can be shown off).					Projects are selected, and driven by, what kids get out of it (such as experience, knowledge, inspiration).

Projects offer few curricular connections or standards alignment. They often serve as a distraction from academic achievement.					Projects are curricular and standards aligned. They enable students to apply academic knowledge at higher cognitive domains.

Once built, students are “done”.					Students use every available minute to evolve their designs.