From California Academic Content Standards (CACS) to Next Generation Science Standards (NGSS): The Challenge of Science, Technology, Engineering, and Mathematics (STEM) integration in the 21st Century K-12 classroo

This study investigates how California STEM (Science, Technology, Engineering, and Mathematics) teachers are transitioning from discipline specific California Academic Content Standards (CCSS), to integrated disciplines Next Generation Science Standards (NGSS), and the teachers' responses to the nature of STEM integration in their 21st century classrooms, as well as the impact on STEM learners. Whereas the emphasis of the old standards focused on environmental application and content understanding, the new standards demand focusing the learning of core ideas, on real world problem solving through crosscutting concepts, Project-Based Learning (PBL), Inquiry, and Engineering Practices. With 2018--2019 projected as the K-12 NGSS operational (roll-out) year, this study not only found that STEM teachers are not fully equipped in making this transition, rather they are still holding on to the old California Academic Content Standards (CACS). The study further revealed that STEM teachers are of the opinion that their students enjoy learning, when they have opportunity to create model projects that are based on what they know, and then use the model to collect data that helps them to further learning. STEM teachers use inquiry; project based learning, and real world application, to communicate content. They are willing to engage their students by opening up learning by bringing in NGSS and its components of crosscutting concepts, real world problem solving and engineering design. Finally, while STEM teachers find the integration of engineering practices challenging, they hope that textbooks, materials, and professional development on this new way of teaching and learning will be provided to them so they can effectively transition into this new approach to teaching and learning.