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Other top priorities in the document are promoting depth over breadth in science education, ensuring greater coherence in learning across grade levels, and helping students understand the cross-cutting nature of crucial concepts, such as energy and matter, that span scientific disciplines

“First of all, it’s not just about what kids know; it’s about what they know and are able to do,” said Mr. McLaren, who also is the president of the Council of State Science Supervisors, an organization for science education officials. “It’s about using the practices of an engineer, a scientist, to gain a deeper understanding of the core knowledge.”

“One huge shift is moving away from covering everything, and instead doing what is essential and doing it very well,” she said.

"Science of the Summer Olympics," the fourth and latest installment in the "Science of Sports" franchise, explores the science, engineering and technology that are helping athletes maximize their performance at the 2012 London Games.

"Science of the Summer Olympics: Engineering in Sports" is a partnership with NBC Learn, NBC Sports and NSF's Directorate for Engineering. The National Science Teachers Association (NSTA) will provide free lesson plans for each video.

Toshiba's S.T.E.M. (Science, Technology, Engineering, Math) education initiative in North America

Mr. Norio Sasaki, President and CEO of Toshiba Corporation, explains why the company has been so active in helping promote and extend the program in its first 20 years. "We founded ExploraVision with the goal of helping inspire students to pursue further education and potentially careers in science and technology fields. We believe it is essential that more young people discover their interest in these fields so that society will have the benefit of the scientists and engineers we need to build a better future," he noted.

Toshiba launched a yearlong campaign to help promote STEM education called The Toshiba STEMpowerment Project.

For example, the K-12 framework effectively turns attention away from a content-specific definition of STEM to a more epistemic one—the sources, strategies, or practices from which science and, by extension, STEM knowledge comes and, in turn, is shared. It may well be that this long-standing inability to come up with an appropriate definition for STEM is an outgrowth of framing STEM as a fixed entity, an "it" instead of an assemblage of practices and processes that transcend disciplinary lines and from which knowledge and learning of a particular kind emerges.

ogether with shared practices, these three dimensions of the NRC framework—practices, crosscutting concepts, and disciplinary core ideas—reflect the realities of contemporary science and engineering, inclusive of mathematics, where concepts and practices, often very dependent on technologies, create productive bridges across STEM disciplines. Such bridges make interdisciplinary collaboration possible and, most importantly, provide a set of strategies and tools unique to the process of STEM learning and teaching.

Humans have a few basic needs: air, food, water, clothing, shelter, belonging, intimacy and Wi-Fi.

Creativity is the secret sauce to science, technology, engineering and math (STEM).

It is a STEM virtue.