Applying the Congruence Principle of Bloom’s Taxonomy to Develop an Integrated STEM Experience through Engineering Design

The concepts of interdisciplinary integration are interconnected beyond a theme, such that they cut across subject areas and focus on interdisciplinary content and skills, rather than subject-based content and skill (Drake, 1991; 1998; Jacobs, 1989). However, in today’s learning environments, learning outcomes that teachers anticipate from their students and instruction are tied to educational standards. According to the principle of congruence in instructional design, in any situation, learning goals, anticipated outcomes, instructional strategies, and assessment methods should be carefully matched when designing a learning episode. To this end, this article presents a thought process by which the engineering and technology, science, and math teachers may reflect upon when preparing an integrated STEM course utilizing an engineering design process and the congruence principle of Bloom’s taxonomy.