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Tumblewings in Tanzania

机译：坦桑尼亚的三角翼

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Science, Technology, Engineering, and Mathematics (STEM) education, integrated STEM education, and integrative STEM education are all actively pursued teaching approaches currently being highlighted in the United States and abroad (Sanders, 2009; Semali & Mehta, 2012), and in recent years the increase in interest, engagement, and pressure to further advance the fields of STEM education has been widely seen and felt (Wells & Ernst, 2012/2015). Despite the push for integrated STEM education, many of the activities and resources developed and spotlighted for these efforts may have not been developed with a worldwide audience n mind (Marginson, Tytler, Freeman, & Roberts, 2013). If integrated STEM education is to become a worldwide opportunity, there is a strong need to understand how these activities, oftentimes developed in the United States and other first-world countries, might translate to other settings, scenarios, and students around the world. The success of students and countries at integrating STEM concepts and advancing in their STEM knowledge and capabilities will likely be influenced by the transferability of these ideas, activities, and curricula.
机译：科学，技术，工程和数学（STEM）教育，STEM集成教育以及STEM集成教育都是目前在美国和国外（Sanders，2009年； Semali＆Mehta，2012年）以及近年来，人们普遍看到并感受到了进一步推进STEM教育领域的兴趣，参与和压力的增加（Wells＆Ernst，2012/2015）。尽管已经推动了集成式STEM教育，但为这些努力而开发和关注的许多活动和资源可能并未在全世界的听众心目中得到发展（Marginson，Tytler，Freeman和Roberts，2013年）。如果集成STEM教育要成为全球性的机会，那么就非常需要了解这些活动（通常是在美国和其他第一世界国家开展的活动）如何转化为世界各地的其他环境，场景和学生。学生和国家/地区在整合STEM概念和提升STEM知识和能力方面的成功可能会受到这些思想，活动和课程的可移植性的影响。

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