Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

Background Teachers’ beliefs play an important role in how teachers think about how students learn, and how content should be organized and taught. Integrated STEM is pushing the boundaries of some of the traditional assumptions in education—disciplined-based courses, courses taught independently by teachers, standards and content-driven, and no collaborative planning time for teachers. Six teachers, located in two high schools, participated in...