Teaching Early and Elementary STEM

Reviewed by Michael Giamellaro, Associate Professor of Science Education, Oregon State University on 9/29/26

Comprehensiveness rating: 4 see less

The text provides strong coverage of the major ideas and approaches relevant to early and elementary integrated STEM education. It appropriately focuses on STEM-specific methods rather than attempting to duplicate content that preservice teachers are likely to encounter in separate coursework in science and mathematics methods, assessment, equity, and lesson planning. The combination of conceptual frameworks, pedagogical approaches, and extended classroom examples provides a useful foundation for understanding and implementing integrated STEM instruction. One notable gap is the relatively limited treatment of engineering. Although engineering design appears in several examples, the text provides little explicit attention to central features of engineering and engineering pedagogy, such as defining problems, criteria and constraints, optimization and tradeoffs, iteration and productive failure, and evaluating competing solutions. This is particularly important because engineering can provide a powerful context for integrating the STEM disciplines and is also likely to be the area with which preservice elementary teachers have the least prior experience.

Content Accuracy rating: 4

Overall, the content appears accurate and consistent with contemporary approaches to early and elementary STEM education. The authors draw on credible foundational sources and generally represent major frameworks and pedagogical approaches accurately. One limitation is that the research base underlying some claims and recommendations is relatively lightly developed. The text frequently references research-based practices, but does not always provide enough citation or discussion of the supporting research for readers to evaluate the strength of those claims. A stronger and more current research base, particularly around integrated STEM teaching and learning, would strengthen the text and help preservice teachers distinguish between empirically supported principles, professional recommendations, and illustrative examples.

Relevance/Longevity rating: 4

STEM education, particularly integrated STEM education in elementary schools, is a relatively young and evolving field, so the relevance and longevity of a text such as this depend in part on its ability to accommodate changes in research, standards, pedagogical approaches, and available resources. The text focuses primarily on broad principles and instructional approaches that should remain relevant even as the field develops, and its use of external resources provides opportunities to connect readers with more current materials. However, this approach also requires ongoing maintenance. Some links and resources are already outdated, inaccessible, or no longer lead to their intended destinations. Periodic updating of both the research base and linked resources will be important for maintaining the text's relevance.

Clarity rating: 5

The text is particularly well suited to preservice teachers who may have limited STEM background and little teaching experience. The writing is accessible and conversational without oversimplifying the central ideas, and important terminology, frameworks, and instructional approaches are generally introduced with sufficient explanation and then reinforced through concrete classroom examples. The extended examples are especially helpful for novice teachers because they make abstract ideas about STEM integration and pedagogy visible in practice. The text also generally avoids assuming extensive prior knowledge of either STEM disciplines or teaching methods. This accessibility is an important strength of the book and makes it well suited as an introductory text for preservice teachers.

Consistency rating: 5

The text is highly consistent in its terminology, structure, and use of instructional frameworks. Key ideas introduced early in the text, particularly integrated STEM and the 5E instructional model, are carried through the subsequent chapters and classroom examples. The repeated structure of the disciplinary chapters also helps readers see how common STEM principles and pedagogical approaches can be applied across different content areas. This consistency should be particularly helpful for preservice teachers who are still developing their understanding of STEM teaching.

Modularity rating: 4

The text is divided into relatively short, clearly identified units and sections, making it easy for instructors to select portions that align with particular course topics. However, the degree to which individual units stand alone depends somewhat on students’ prior coursework. Later discipline-focused units make use of terminology and frameworks introduced earlier in the book, such as the 5E instructional model, DCIs, SEPs, CCCs, and integrated STEM, without consistently reintroducing them. Students who have already completed science or mathematics methods coursework may be quite comfortable with these ideas, while students with little prior methods experience may need to read the earlier conceptual chapters first. Brief reminders or links back to explanations of key frameworks would make the text more readily modular for a wider range of students.

Organization/Structure/Flow rating: 5

The text is logically organized, moving from the purpose and foundations of STEM education, through theoretical and pedagogical frameworks and approaches to integration, and finally to discipline-focused examples of integrated STEM instruction. This creates a useful tension with modularity: some later chapters are less able to stand entirely on their own precisely because the text builds concepts and frameworks that are then applied later. For students reading the text sequentially, however, this produces a coherent and effective progression from understanding why and how integrated STEM should be taught to seeing what it can look like in practice. The relatively short length of the text is also a strength. The authors generally avoid unnecessary repetition or excessive detail, resulting in a concise text that provides substantial practical and conceptual content without being longer simply for the sake of exhaustiveness.

Interface rating: 3

The text has a generally clean and straightforward interface, with consistent formatting, clear headings, and useful internal navigation. However, there are some significant concerns for a contemporary OER. The text relies heavily on external hyperlinks to provide additional depth, and a number of these links are outdated, inaccessible, or no longer direct readers to the intended resource. Because external resources are an important component of this relatively concise text, regular link maintenance is particularly important. In addition, the primary PDF format raises accessibility concerns as institutions respond to increasingly stringent digital accessibility requirements. While an accessible PDF can meet accessibility standards, a well-designed HTML version would generally provide greater flexibility for screen readers, reflow, navigation, magnification, and use across devices. Providing and maintaining an accessible web-based version in addition to the PDF would substantially strengthen the interface and long-term usability of the text.

Grammatical Errors rating: 4

The text is generally well written and easy to read, with a conversational style that is appropriate for preservice teachers. There are, however, occasional grammatical errors, missing words, and awkward sentence constructions throughout the text. These rarely interfere with meaning or readability, but they occur often enough that an additional careful copyedit would improve the professionalism and polish of the text.

Cultural Relevance rating: 4

The text is generally inclusive and culturally sensitive, and it acknowledges issues of equity and participation in STEM. The examples are accessible and generally avoid stereotypes or assumptions about students and families. However, cultural relevance is more often addressed as a consideration than embedded as a central dimension of STEM pedagogy throughout the text. There are opportunities to more explicitly demonstrate how students’ cultural, community, and place-based knowledge can serve as resources for STEM learning and how integrated STEM problems can be grounded in issues and contexts that are meaningful to diverse communities. There is a considerable research base in STEM education addressing these approaches, so this is also an area where a closer connection to the research literature could strengthen the text. Doing so would help preservice teachers understand cultural relevance not simply as an equity consideration, but as an important resource for designing and facilitating meaningful STEM learning.

Overall, I found this to be a useful and very accessible introduction to early and elementary integrated STEM teaching. Its greatest strengths are its clarity, manageable length, organization, and use of concrete classroom examples to help preservice teachers see what integrated STEM can actually look like in practice. The text does not try to also be a science methods, mathematics methods, assessment, or equity textbook, but I do worry it could be inadvertently used that way (caution: Don’t!). I think this text would work particularly well in a teacher preparation program where students encounter those topics more fully elsewhere.

I particularly appreciated the treatment of integration as something more purposeful than simply including multiple STEM disciplines in the same activity. One area that does need more attention, though, is engineering. Engineering design can be a particularly powerful vehicle for meaningful STEM integration, but the text provides relatively little explicit treatment of ideas such as defining problems, criteria and constraints, optimization and tradeoffs, iteration, productive failure, and evaluating competing solutions. This is especially important for preservice elementary teachers, who are likely to have much less previous experience with engineering than with science or mathematics.

I also would have liked to see a stronger connection to the research literature. The approaches presented generally align with current thinking in STEM education, but the research supporting them is often only lightly developed. This is particularly noticeable around culturally relevant STEM education. There is considerable research showing how students’ cultural, community, and place-based knowledge can be used as resources for STEM learning, and bringing more of that work into the text would strengthen both its research base and its treatment of cultural relevance.

Finally, the digital version needs some attention. The relatively short text appropriately uses external links to give students access to additional depth and resources, but that makes keeping those links current especially important, and a number now appear to be outdated or inaccessible. Given current digital accessibility expectations and requirements, I would also encourage the authors to provide and maintain an accessible HTML/web version rather than relying primarily on a PDF.

Overall, though, I think the authors have made good choices about what this book is and is not trying to do. Its relatively short length is a strength. It gives preservice teachers an approachable foundation for thinking about and teaching integrated STEM without becoming a lengthy general methods textbook. Some targeted revision, particularly around engineering, the research base, cultural relevance, and the digital format, would make an already useful OER considerably stronger.

Reviewed by Dr. Kelly Eckel, Assistant Professor, Trine University on 5/20/26

Comprehensiveness rating: 5 see less

This book is highly comprehensive in its coverage of STEM education for early childhood and elementary classrooms. It addresses foundational STEM concepts, inquiry-based learning, constructivism, lesson planning, assessment, and content-specific areas such as life science, physical science, engineering, and math. I especially appreciated the inclusion of practical projects and reflection questions throughout the text. However, while the breadth of topics is impressive, some areas—such as classroom management during inquiry activities or differentiation strategies for students with disabilities—could have been explored in greater depth.

Content Accuracy rating: 4

The explanations of the Science and Engineering Practices and inquiry-based learning are especially strong and reflect current best practices in STEM education. The examples provided also connect theory to classroom application effectively. One limitation is that some examples rely heavily on Tennessee standards and contexts, which may make certain sections feel less directly applicable for readers in other states.

Relevance/Longevity rating: 5

Discussions about climate change, scientific literacy, and problem-solving help connect STEM learning to real-world issues students may face in the future. However, because STEM and technology evolve quickly, some references to resources, standards, or technologies may eventually require updating to remain current.

Clarity rating: 4

Concepts such as inquiry, constructivism, and the 5E instructional model are explained with examples that make them easier to understand. The use of headings and reflection questions also supports readability. At times, though, the text becomes dense with educational terminology or lengthy explanations, which can slow the reading flow and make some sections feel overwhelming.

Consistency rating: 4

Themes such as collaboration, hands-on learning, and equity are reinforced repeatedly across chapters. The structure of units and use of reflection questions also create consistency for the reader. However, because multiple authors contributed to the book, there are occasional shifts in tone and detail between sections.

Modularity rating: 5

Each unit functions effectively as a stand-alone section while still connecting to the broader themes of the text. For example, units on inquiry, integration, and specific STEM domains can easily be assigned separately. Reflection questions and examples make the text adaptable for coursework or independent study.

Organization/Structure/Flow rating: 5

The text begins with foundational ideas about STEM and gradually transitions into instructional methods and practical classroom applications. The progression from theory to practice helps support understanding for new educators.

Interface rating: 5

Figures, diagrams, reflection questions, and example lesson plans help make the content engaging. I especially found the CER examples and “Levels of Integration” graphic useful for understanding abstract concepts.

Grammatical Errors rating: 5

No concerns.

Cultural Relevance rating: 5

The text openly addresses the historical underrepresentation of women and racial or ethnic minority groups in STEM fields and encourages teachers to use strengths-based and culturally responsive approaches. I appreciated that equity was integrated throughout the text rather than treated as a separate topic.

The text effectively combines theory, research, and practical classroom applications while maintaining a strong focus on inquiry and equity. The text is especially valuable because it encourages authentic, hands-on STEM learning experiences that connect to real-world issues.

Reviewed by Iman Chahine, Professor, University of Massachusetts Lowell on 4/9/26

Comprehensiveness rating: 5 see less

The book provides a thorough overview of early and elementary STEM education, covering foundational concepts (e.g., definitions of STEM, inquiry, constructivism), pedagogical frameworks (5E model, CER), and content-specific domains (physical, life, earth/space science, engineering, and math). It also includes practical components such as lesson plans, assessments, appendices, and resource lists. The detailed table of contents and inclusion of appendices and references enhance usability, though a formal glossary is not clearly emphasized. Overall, it is highly comprehensive for preservice teacher education.

Content Accuracy rating: 4

The content is grounded in well-established frameworks (e.g., NGSS, National Research Council reports) and cites credible sources throughout. The pedagogical approaches (constructivism, inquiry-based learning, integration) align with current research and best practices. There is no evident bias or factual inaccuracy; however, some examples are context-specific (e.g., Tennessee standards), which may limit generalizability but not accuracy.

Relevance/Longevity rating: 5

The focus on enduring pedagogical approaches (e.g., inquiry, integration, equity, habits of mind) ensures strong longevity. While some references (e.g., standards or examples) may require periodic updates, the conceptual framework is stable and adaptable. The modular nature of examples and reliance on widely used standards make updates straightforward without rendering the text obsolete.

Clarity rating: 4

The writing is generally clear, accessible, and appropriate for preservice teachers. Complex concepts (e.g., CER, inquiry, integration) are explained with examples and classroom applications. However, some sections are dense and text-heavy, which may challenge novice readers. Occasional jargon (e.g., DCI, SEP, CCC) is explained but could benefit from more consistent scaffolding or quick-reference supports.

Consistency rating: 5

The textbook maintains strong internal consistency in terminology, frameworks, and instructional approach. Concepts such as the 5E model, inquiry, and integration are revisited across units in a coherent way. The alignment between theory, examples, and applications is consistent throughout.

Modularity rating: 5

The text is clearly divided into units, sub-sections, and example projects, making it easy to assign selectively. Each unit includes reflection questions and stand-alone examples, allowing instructors to reorganize content without disrupting coherence. The inclusion of discrete lesson plans and projects enhances modularity.

Organization/Structure/Flow rating: 5

The structure is logical and progressive: starting with foundational concepts, moving to theory, then application across STEM domains, and ending with resources and appendices. The flow supports learning for preservice teachers, gradually increasing in complexity and application.

Interface rating: 4

The PDF format is clean and readable, with images, headings, and figures that support understanding (e.g., diagrams of integration levels and CER examples). However, as a static PDF, navigation could be improved (e.g., more interactive links or bookmarks). No major interface issues were observed.

Grammatical Errors rating: 5

The text is well-edited with minimal to no grammatical errors. Writing is professional and appropriate for an academic audience.

Cultural Relevance rating: 4

The book explicitly addresses equity, cultural diversity, and inclusion in STEM education, encouraging representation and culturally responsive teaching. It acknowledges historical biases in STEM and promotes strengths-based approaches. However, most examples are U.S.-centric and could be expanded to include more global and culturally diverse case studies.

Additional Comments:
1) A major strength is the integration of theory + practice, especially through detailed classroom examples and unit plans.
2) The emphasis on equity and culturally responsive teaching is commendable and aligns with contemporary educational priorities.
3) The book is particularly well-suited for teacher preparation programs, though it may be less comprehensive for advanced researchers.
4) Adding a glossary, more global perspectives, and interactive elements would further strengthen the text.

Reviewed by Melanie Blanton, Assistant Professor, Radford University on 12/19/25

Comprehensiveness rating: 4 see less

This is an OER for teaching elementary STEM methods. It reviews the 5Es and CER frameworks, provides examples at varying grade levels, and has topics broken down by domains of science which makes connections to standards easy for pre-service teachers. What would be a value add to this, and what I would likely need to supplement for my course, is a more expansive section on iterative design/engineering and technology integration to include integration of computer science/computational thinking. There is not much included on nurturing STEM mindsets/identity and supporting and teaching thinking modes (creative, critical, and computational).

Content Accuracy rating: 5

I did not find any inaccurate information, but much of the information is contextualized (understandably) for TN. This is a consideration when using in other states or with students from different contexts.

Relevance/Longevity rating: 3

See above comments about integration of technology and weaving in more complex topics around computer science and computational thinking.

Clarity rating: 5

This text is written for pre-service teachers and is very approachable for that group. When topics are not embellished on (for example, writing objectives or UDL) hyperlinks are provided. Instructors may need to supplement considering the needs of their own students.

Consistency rating: 5

The lesson plan samples follow similar formats and the references to 5E is woven throughout the text.

Modularity rating: 5

The sections and readings are short and concise. This will make it easy to assign in conjunction with other articles and/or resources as needed.

Organization/Structure/Flow rating: 5

The organization is clear. The introduction chapters are particularly valuable, and ended with the integration chapter is logical.

Interface rating: 5

It is a pdf and is easy to navigate and search.

Grammatical Errors rating: 5

I did not find errors, but also did not look through with that as a focus.

Cultural Relevance rating: 5

The context is focused on TN using Tennessee state standards, and inclusion or crosswalk with NGSS may make it more generalizable.

Thank you for creating and sharing this resource.

Reviewed by Ingrid Carter, Professor, Metropolitan State University of Denver on 10/20/23

Comprehensiveness rating: 4 see less

The textbook addresses many critical areas within science/STEM education including an overview of STEM and the Next Generation Science Standards, a discussion of the purpose of science and STEM education, a section on Habits of Mind, and a discussion of common barriers to implementing inquiry-based instruction. There is a chapter for each of the domains of the Disciplinary Core Ideas of the NGSS. The textbook contains a Table of Contents and Appendices. The Appendices include an Unpacking Standards Guide and well-known, credible resources. The authors included Unit Reflection Questions and photos of investigations being conducted by young learners and educators. Some areas of interest may be missing (see "Relevance" section).

Content Accuracy rating: 5

No errors were found, and the authors addressed content with elementary science methods that are well-known and vetted. The authors cited many of their sources and acknowledge works that are seminal in the field.

Relevance/Longevity rating: 4

The textbook takes a traditional approach to science/STEM education, and could include additional innovative approaches. For example, the authors could include information about sensemaking, talk moves, and student discourse within the field. These additions would be easy to include based on the format provided by the authors—either as additional units or embedded within the current content.

Clarity rating: 5

Written in prose that is accessible and clear.

Consistency rating: 5

The text is consistent in that it is grounded in NGSS language, as well as common traditions such as the 5E learning cycle. The lesson plan examples provided follow the 5E model, making ti easy to follow and providing consistency across the text.

Modularity rating: 5

The text consists of 9 units, the authors or a user could add more units for a semester-long (15-week) methods course; in particular, elements of attending to all learners and focusing on the assets of culturally and linguistically diverse students. The authors do reference themselves a bit, but they are reference any other scholars in the field.

Organization/Structure/Flow rating: 4

The text is well organized; however, I would recommend chapters on the SEPs and the CCCs, and then including the chapters of the domains of the DCIs. This would put the dimensions of NGSS together before delving into lesson planning. Also, the lesson plans can address the SEPs and CCCs more explicitly.

Interface rating: 5

The interface is user-friendly and includes hyperlinks to many of the sources cited.

Grammatical Errors rating: 5

No grammatical errors within the text were detected.

Cultural Relevance rating: 4

The text contains a section on equity and STEM, and on cultural and linguistic diversity. This could be threaded throughout the next more, and could be more explicitly embedded in the lesson examples. The text is not culturally insensitive. The text could add indigenous ways of knowing, elevating diverse voices and highlighted the assets of multilingual students. Photos in the text could include more diversity.

Reviewed by Kevin Voogt, Assistant Professor, Grace College on 6/9/23

Comprehensiveness rating: 3 see less

I found the book to be a bit abbreviated on STEM in general and had a main focus on the 5E model and STEM integration. Hence, the title might better be "Early and Elementary STEM: The 5E model for STEM Integration" or something of that nature to give a more accurate picture of the content. It also missed out on a unit covering examples of STEM integration in non-STEM fields (an idea they mentioned but didn't elaborate on). Lastly, there was no index/glossary that I saw.

Content Accuracy rating: 4

There is a definitive bias toward the 5E model and STEM integration, with a stronger lean toward science. The content, however, is research-based and exhibits well what is considered "best practice" for STEM integration. They connect well to Standards at both national and state (TN) levels.

Relevance/Longevity rating: 5

The text is Tennessee-specific in terms of standards, but should it be updated to make it more accessible nation-wide, the changes would be relatively simple and straightforward. On the whole, they do a nice job connecting to prominent educational ideas (e.g., Habits of Mind, Growth Mindset, Inquiry-based instruction).

Clarity rating: 4

I found the book an easy read that would be accessible to college students. Many ideas had links to resources to further-explain academic ideas, which increased accessibility. There were a few times where the reflection questions lacked clarity or depth (e.g., Unit 1 RQ1, Unit 2 RQ1) and would likely necessitate providing more information or clarity for students.

Consistency rating: 5

The authors were very consistent with the organization of the Units and connections throughout the text. Hyperlinks were provided throughout to bring you back (or forward) to certain ideas within the text, and the themes of the 5 Es and inquiry-based instruction were consistent.

Modularity rating: 4

The Units (chapters) flow naturally from one another, but if you were to assign one Unit, hyperlinks to previously-mentioned ideas were provided to allow each Unit to stand alone fairly well. Text was short on the whole, so no large blocks of text. One issue was that links to other areas of the text took you there and there was no easy way back without scrolling back to the page you were on, which was slightly inconvenient. Perhaps a pop-up of the ideas from prior chapters rather than a relocation to that part of the book would make this easier for the reader.

Organization/Structure/Flow rating: 5

Organized well on the whole. I appreciated the links from the table of contents to each Unit/section to make navigation easier.

Interface rating: 4

Some hyperlinks went to sources that needed a subscription to read (e.g., New York Times) or were broken/inaccessible (e.g., 2nd link on opening page of Unit 9).

Grammatical Errors rating: 4

Only a few grammatical/spelling errors (e.g., Typo page 34 in opening sentence of "Summary" for Example Project 2

Cultural Relevance rating: 4

They do a nice job of connecting STEM to equity. That said, there were times in early chapters that seemed more explicitly politically or culturally motivated, which could lead to some feeling left out of the text. I found nothing offensive, but there was a lack of variety in terms of exploring different sides of certain ideas.

On the whole this is a great book for exploring the 5 Es as a model for STEM integration. Its length would work well as a supplement to a course or as a text for an abbreviated course or course that combines STEM into one methods course (e.g., in a transition to teaching program), but not as a stand-alone text for a course. It seems better fit in a Science Methods course than other areas of STEM on the whole. I liked the numerous examples in Units 5-9, but found a lack of depth in discussing best practices for teaching each of the content areas (is the 5E model the only/best way?), and hence find the title misleading, as mentioned before. But as a book exploring 5 Es, STEM integration, and inquiry-based instruction - it's a solid option.

Reviewed by Mandy Olsen, Instructor, Western Oregon University on 2/28/22

Comprehensiveness rating: 4 see less

This text provides a comprehensive description of the integrated STEM model and is a useful initial tool for implantation of STEM in elementary classrooms.

Content Accuracy rating: 5

Content seems accurate, connects to NGSS science standards and related research and current theory.

Relevance/Longevity rating: 4

Connect to STEM and equity, recognition of white dominant perspectives in science and acknowledgment of the need to make space for diverse voices including culturally responsive teaching methods, a focus on equity, and strengths vs. deficit-based approaches to learning. An emphasis on integration and authentic representations of the real world. One drawback is an emphasis on Tennessee standards making it less relevant in other parts of the country though some similarities likely exist.

Clarity rating: 4

Clear and concise materials and resources. Terminology is described using understandable context, at times very academic and less accessible.

Consistency rating: 5

Terminology appears consistent throughout the text. The 5 Es are used throughout the text to connect science methods to units of study (engage, explore, explain, elaborate, evaluate).

Modularity rating: 4

Chapters begin with relevant research and background knowledge for STEM then shifts to potential units of study. Chapters are divided into unit, each with a different topic related to STEM.

Organization/Structure/Flow rating: 4

Chapters were organized in a logical fashion and each chapter itself was organized by subtopic. Relatively easy to navigate, a suggestion for future additions would be quick links from the Table of Contents to its corresponding page.

Interface rating: 5

Links, images and charts are all accessible and easy to read.

Grammatical Errors rating: 5

No noticeable grammatical errors noted.

Cultural Relevance rating: 4

I appreciated the connection to STEM and equity and the acknowledgement of the need for diverse perspectives. Images of white students and teachers was still overwhelmingly present.