Yes, that would be a real contribution.

Great, thank you for your note Dr. Clements.

If anyone is already considering that idea, maybe I could try to some help, perhaps with hopefully suggestions. But......

Since the issues can go down to the appropriate definitions of and correlations among the STEM subjects, and at the most basic levels (K-2..?), it might require a little bit of openness. BTW, could this topic be properly related to the "Learning Paths" concepts described in other research efforts?

You could check what has already been published in the International Journal of STEM Education (https://stemeducationjournal.springeropen.com/) and in recent books such as Jorgensen, R. & Larkin, K. M. (Eds.). (2018). STEM Education in the Junior Secondary-the State of Play. Springer

Thank you so much for your helpful pointers, Keith.

I do have to mention that there is indeed much confusion out there among the public and educators about the specifics of what is "the Science", "the Technology", ""the Engineering" and "the Mathematics" (or coordination) that is being included in the everyday curriculum and instruction in actual classrooms. Unfortunately, much of it feels like assumptions and wishful thinking. I will keep on searching for better information in the Journal and recent publications as suggested, but my concerns, particularly about the critical earlier grades continues to be much present.

In spite of the good intentions and hard looking, there seems to be no helpful information about specific integrative efforts that clarify the role of the specific and synergistic contributions of the concepts in the often loosely cited "STEM" acronym. The particular and expensive reference (Larkin, et. al.) does seem to point to that need in referring to a "contested space" and the limitations of these contributions to the needs of "11 to 15 year old" children. Clearly this nice compilation, like other work published so far, does not seem to focus on the most critical, formative younger ages, and the problems we experience with quantitative education and "hard sciences" throughout our lifetimes. This is the nature of our comments to Dr. Clements.

So if anyone can point to other, more appropriate references, that will be very much appreciated. Thank you.

Good Answer Keith Jones