concept paper for education

Concept Papers in Research: Deciphering the blueprint of brilliance

Concept papers hold significant importance as a precursor to a full-fledged research proposal in academia and research. Understanding the nuances and significance of a concept paper is essential for any researcher aiming to lay a strong foundation for their investigation.

Table of Contents

What Is Concept Paper

A concept paper can be defined as a concise document which outlines the fundamental aspects of a grant proposal. It outlines the initial ideas, objectives, and theoretical framework of a proposed research project. It is usually two to three-page long overview of the proposal. However, they differ from both research proposal and original research paper in lacking a detailed plan and methodology for a specific study as in research proposal provides and exclusion of the findings and analysis of a completed research project as in an original research paper. A concept paper primarily focuses on introducing the basic idea, intended research question, and the framework that will guide the research.

Purpose of a Concept Paper

A concept paper serves as an initial document, commonly required by private organizations before a formal proposal submission. It offers a preliminary overview of a project or research’s purpose, method, and implementation. It acts as a roadmap, providing clarity and coherence in research direction. Additionally, it also acts as a tool for receiving informal input. The paper is used for internal decision-making, seeking approval from the board, and securing commitment from partners. It promotes cohesive communication and serves as a professional and respectful tool in collaboration.

These papers aid in focusing on the core objectives, theoretical underpinnings, and potential methodology of the research, enabling researchers to gain initial feedback and refine their ideas before delving into detailed research.

Key Elements of a Concept Paper

Key elements of a concept paper include the title page , background , literature review , problem statement , methodology, timeline, and references. It’s crucial for researchers seeking grants as it helps evaluators assess the relevance and feasibility of the proposed research.

Writing an effective concept paper in academic research involves understanding and incorporating essential elements:

How to Write a Concept Paper?

To ensure an effective concept paper, it’s recommended to select a compelling research topic, pose numerous research questions and incorporate data and numbers to support the project’s rationale. The document must be concise (around five pages) after tailoring the content and following the formatting requirements. Additionally, infographics and scientific illustrations can enhance the document’s impact and engagement with the audience. The steps to write a concept paper are as follows:

1. Write a Crisp Title:

Choose a clear, descriptive title that encapsulates the main idea. The title should express the paper’s content. It should serve as a preview for the reader.

2. Provide a Background Information:

Give a background information about the issue or topic. Define the key terminologies or concepts. Review existing literature to identify the gaps your concept paper aims to fill.

3. Outline Contents in the Introduction:

Introduce the concept paper with a brief overview of the problem or idea you’re addressing. Explain its significance. Identify the specific knowledge gaps your research aims to address and mention any contradictory theories related to your research question.

4. Define a Mission Statement:

The mission statement follows a clear problem statement that defines the problem or concept that need to be addressed. Write a concise mission statement that engages your research purpose and explains why gaining the reader’s approval will benefit your field.

5. Explain the Research Aim and Objectives:

Explain why your research is important and the specific questions you aim to answer through your research. State the specific goals and objectives your concept intends to achieve. Provide a detailed explanation of your concept. What is it, how does it work, and what makes it unique?

6. Detail the Methodology:

Discuss the research methods you plan to use, such as surveys, experiments, case studies, interviews, and observations. Mention any ethical concerns related to your research.

7. Outline Proposed Methods and Potential Impact:

Provide detailed information on how you will conduct your research, including any specialized equipment or collaborations. Discuss the expected results or impacts of implementing the concept. Highlight the potential benefits, whether social, economic, or otherwise.

8. Mention the Feasibility

Discuss the resources necessary for the concept’s execution. Mention the expected duration of the research and specific milestones. Outline a proposed timeline for implementing the concept.

9. Include a Support Section:

Include a section that breaks down the project’s budget, explaining the overall cost and individual expenses to demonstrate how the allocated funds will be used.

10. Provide a Conclusion:

Summarize the key points and restate the importance of the concept. If necessary, include a call to action or next steps.

Although the structure and elements of a concept paper may vary depending on the specific requirements, you can tailor your document based on the guidelines or instructions you’ve been given.

Here are some tips to write a concept paper:

Example of a Concept Paper

Here is an example of a concept paper. Please note, this is a generalized example. Your concept paper should align with the specific requirements, guidelines, and objectives you aim to achieve in your proposal. Tailor it accordingly to the needs and context of the initiative you are proposing.

 Download Now!

Importance of a Concept Paper

Concept papers serve various fields, influencing the direction and potential of research in science, social sciences, technology, and more. They contribute to the formulation of groundbreaking studies and novel ideas that can impact societal, economic, and academic spheres.

A concept paper serves several crucial purposes in various fields:

In summary, a well-crafted concept paper is essential in outlining a clear, concise, and structured framework for new ideas or proposals. It helps in assessing the feasibility, viability, and potential impact of the concept before investing significant resources into its implementation.

How well do you understand concept papers? Test your understanding now! 

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Role of AI in Writing Concept Papers

The increasing use of AI, particularly generative models, has facilitated the writing process for concept papers. Responsible use involves leveraging AI to assist in ideation, organization, and language refinement while ensuring that the originality and ethical standards of research are maintained.

AI plays a significant role in aiding the creation and development of concept papers in several ways:

1. Idea Generation and Organization

AI tools can assist in brainstorming initial ideas for concept papers based on key concepts. They can help in organizing information, creating outlines, and structuring the content effectively.

2. Summarizing Research and Data Analysis

AI-powered tools can assist in conducting comprehensive literature reviews, helping writers to gather and synthesize relevant information. AI algorithms can process and analyze vast amounts of data, providing insights and statistics to support the concept presented in the paper.

3. Language and Style Enhancement

AI grammar checker tools can help writers by offering grammar, style, and tone suggestions, ensuring professionalism. It can also facilitate translation, in case a global collaboration.

4. Collaboration and Feedback

AI platforms offer collaborative features that enable multiple authors to work simultaneously on a concept paper, allowing for real-time contributions and edits.

5. Customization and Personalization

AI algorithms can provide personalized recommendations based on the specific requirements or context of the concept paper. They can assist in tailoring the concept paper according to the target audience or specific guidelines.

6. Automation and Efficiency

AI can automate certain tasks, such as citation formatting, bibliography creation, or reference checking, saving time for the writer.

7. Analytics and Prediction

AI models can predict potential outcomes or impacts based on the information provided, helping writers anticipate the possible consequences of the proposed concept.

8. Real-Time Assistance

AI-driven chat-bots can provide real-time support and answers to specific questions related to the concept paper writing process.

AI’s role in writing concept papers significantly streamlines the writing process, enhances the quality of the content, and provides valuable assistance in various stages of development, contributing to the overall effectiveness of the final document.

Concept papers serve as the stepping stone in the research journey, aiding in the crystallization of ideas and the formulation of robust research proposals. It the cornerstone for translating ideas into impactful realities. Their significance spans diverse domains, from academia to business, enabling stakeholders to evaluate, invest, and realize the potential of groundbreaking concepts.

Frequently Asked Questions

A concept paper can be defined as a concise document outlining the fundamental aspects of a grant proposal such as the initial ideas, objectives, and theoretical framework of a proposed research project.

A good concept paper should offer a clear and comprehensive overview of the proposed research. It should demonstrate a strong understanding of the subject matter and outline a structured plan for its execution.

Concept paper is important to develop and clarify ideas, develop and evaluate proposal, inviting collaboration and collecting feedback, presenting proposals for academic and research initiatives and allocating resources.

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What is a Concept Paper and How do You Write One?

• By DiscoverPhDs
• August 26, 2020

What is a Concept Paper?

A concept paper is a short document written by a researcher before starting their research project, with the purpose of explaining what the study is about, why it is important and the methods that will be used.

The concept paper will include your proposed research title, a brief introduction to the subject, the aim of the study, the research questions you intend to answer, the type of data you will collect and how you will collect it. A concept paper can also be referred to as a research proposal.

What is the Purpose of a Concept Paper?

The primary aim of a research concept paper is to convince the reader that the proposed research project is worth doing. This means that the reader should first agree that the research study is novel and interesting. They should be convinced that there is a need for this research and that the research aims and questions are appropriate.

Finally, they should be satisfied that the methods for data collection proposed are feasible, are likely to work and can be performed within the specific time period allocated for this project.

The three main scenarios in which you may need to write a concept paper are if you are:

• A final year undergraduate or master’s student preparing to start a research project with a supervisor.
• A student submitting a research proposal to pursue a PhD project under the supervision of a professor.
• A principal investigator submitting a proposal to a funding body to secure financial support for a research project.

How Long is a Concept Paper?

The concept paper format is usually between 2 and 3 pages in length for students writing proposals for undergraduate, master’s or PhD projects. Concept papers written as part of funding applications may be over 20 pages in length.

How do you Write a Concept Paper?

There are 6 important aspects to consider when writing a concept paper or research proposal:

• 1. The wording of the title page, which is best presented as a question for this type of document. At this study concept stage, you can write the title a bit catchier, for example “Are 3D Printed Engine Parts Safe for Use in Aircraft?”.
• A brief introduction and review of relevant existing literature published within the subject area and identification of where the gaps in knowledge are. This last bit is particularly important as it guides you in defining the statement of the problem. The concept paper should provide a succinct summary of ‘the problem’, which is usually related to what is unknown or poorly understood about your research topic . By the end of the concept paper, the reader should be clear on how your research idea will provide a ‘solution’ to this problem.
• The overarching research aim of your proposed study and the objectives and/or questions you will address to achieve this aim. Align all of these with the problem statement; i.e. write each research question as a clear response to addressing the limitations and gaps identified from previous literature. Also give a clear description of your primary hypothesis.
• The specific data outputs that you plan to capture. For example, will this be qualitative or quantitative data? Do you plan to capture data at specific time points or at other defined intervals? Do you need to repeat data capture to asses any repeatability and reproducibility questions?
• The research methodology you will use to capture this data, including any specific measurement or analysis equipment and software you will use, and a consideration of statistical tests to help interpret the data. If your research requires the use of questionnaires, how will these be prepared and validated? In what sort of time frame would you plan to collect this data?
• Finally, include a statement of the significance of the study , explaining why your research is important and impactful. This can be in the form of a concluding paragraph that reiterate the statement of the problem, clarifies how your research will address this and explains who will benefit from your research and how.

You may need to include a short summary of the timeline for completing the research project. Defining milestones of the time points at which you intend to complete certain tasks can help to show that you’ve considered the practicalities of running this study. It also shows that what you have proposed is feasible in order to achieve your research goal.

If you’re pitching your proposed project to a funder, they may allocate a proportion of the money based on the satisfactory outcome of each milestone. These stakeholders may also be motivated by knowing that you intend to convert your dissertation into an article for journal publication; this level of dissemination is of high importance to them.

Additionally, you may be asked to provide a brief summary of the projected costs of running the study. For a PhD project this could be the bench fees associated with consumables and the cost of any travel if required.

Make sure to include references and cite all other literature and previous research that you discuss in your concept paper.

This guide gave you an overview of the key elements you need to know about when writing concept papers. The purpose of these are first to convey to the reader what your project’s purpose is and why your research topic is important; this is based on the development of a problem statement using evidence from your literature review.

Explain how it may positively impact your research field and if your proposed research design is appropriate and your planned research method achievable.

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How To Write a Concept Paper for Academic Research: An Ultimate Guide

A concept paper is one of the first steps in helping you fully realize your research project. Because of this, some schools opt to teach students how to write concept papers as early as high school. In college, professors sometimes require their students to submit concept papers before suggesting their research projects to serve as the foundations for their theses.

If you’re reading this right now, you’ve probably been assigned by your teacher or professor to write a concept paper. To help you get started, we’ve prepared a comprehensive guide on how to write a proper concept paper.

Related: How to Write Significance of the Study (with Examples)

Table of Contents

What is the concept paper, 1. academic research concept papers, 2. advertising concept papers, 3. research grant concept papers, concept paper vs. research proposal, tips for finding your research topic, 2. think of research questions that you want to answer in your project, 3. formulate your research hypothesis, 4. plan out how you will achieve, analyze, and present your data, 2. introduction, 3. purpose of the study, 4. preliminary literature review, 5. objectives of the study, 6. research questions and hypotheses, 7. proposed methodology, 8. proposed research timeline, 9. references, sample concept paper for research proposal (pdf), tips for writing your concept paper.

Generally, a concept paper is a summary of everything related to your proposed project or topic. A concept paper indicates what the project is all about, why it’s important, and how and when you plan to conduct your project.

Different Types of the Concept Paper and Their Uses

This type of concept paper is the most common type and the one most people are familiar with. Concept papers for academic research are used by students to provide an outline for their prospective research topics.

These concept papers are used to help students flesh out all the information and ideas related to their topic so that they may arrive at a more specific research hypothesis.

Since this is the most common type of concept paper, it will be the main focus of this article.

Advertising concept papers are usually written by the creative and concept teams in advertising and marketing agencies.

Through a concept paper, the foundation or theme for an advertising campaign or strategy is formed. The concept paper can also serve as a bulletin board for ideas that the creative and concept teams can add to or develop. 

This type of concept paper usually discusses who the target audience of the campaign is, what approach of the campaign will be, how the campaign will be implemented, and the projected benefits and impact of the campaign to the company’s sales, consumer base, and other aspects of the company.

This type of concept paper is most common in the academe and business world. Alongside proving why your research project should be conducted, a research grant concept paper must also appeal to the company or funding agency on why they should be granted funds.

The paper should indicate a proposed timeline and budget for the entire project. It should also be able to persuade the company or funding agency on the benefits of your research project– whether it be an increase in sales or productivity or for the benefit of the general public.

It’s important to discuss the differences between the two because a lot of people often use these terms interchangeably.

A concept paper is one of the first steps in conducting a research project. It is during this process that ideas and relevant information to the research topic are gathered to produce the research hypothesis. Thus, a concept paper should always precede the research proposal. 

A research proposal is a more in-depth outline of a more fleshed-out research project. This is the final step before a researcher can conduct their research project. Although both have similar elements and structures, a research proposal is more specific when it comes to how the entire research project will be conducted.

Getting Started on Your Concept Paper

1. find a research topic you are interested in.

When choosing a research topic, make sure that it is something you are passionate about or want to learn more about. If you are writing one for school, make sure it is still relevant to the subject of your class. Choosing a topic you aren’t invested in may cause you to lose interest in your project later on, which may lower the quality of the research you’ll produce.

A research project may last for months and even years, so it’s important that you will never lose interest in your topic.

• Look for inspiration everywhere. Take a walk outside, read books, or go on your computer. Look around you and try to brainstorm ideas about everything you see. Try to remember any questions you might have asked yourself before like why something is the way it is or why can’t this be done instead of that . 
• Think big. If you’re having trouble thinking up a specific topic to base your research project on, choosing a broad topic and then working your way down should help.
• Is it achievable? A lot of students make the mistake of choosing a topic that is hard to achieve in terms of materials, data, and/or funding available. Before you decide on a research topic, make sure you consider these aspects. Doing so will save you time, money, and effort later on.
• Be as specific as can be. Another common mistake that students make is that they sometimes choose a research topic that is too broad. This results in extra effort and wasted time while conducting their research project. For example: Instead of “The Effects of Bananas on Hungry Monkeys” , you could specify it to “The Effects of Cavendish Bananas on Potassium-deficiency in Hungry Philippine Long-tailed Macaques in Palawan, Philippines”.

Now that you have a general idea of the topic of your research project, you now need to formulate research questions based on your project. These questions will serve as the basis for what your project aims to answer. Like your research topic, make sure these are specific and answerable.

Following the earlier example, possible research questions could be:

• Do Cavendish bananas produce more visible effects on K-deficiency than other bananas?
• How susceptible are Philippine long-tailed macaques to K-deficiency?
• What are the effects of K-deficiency in Philippine long-tailed macaques?

After formulating the research questions, you should also provide your hypothesis for each question. A research hypothesis is a tentative answer to the research problem. You must provide educated answers to the questions based on your existing knowledge of the topic before you conduct your research project.

After conducting research and collecting all of the data into the final research paper, you will then have to approve or disprove these hypotheses based on the outcome of the project.

Prepare a plan on how to acquire the data you will need for your research project. Take note of the different types of analysis you will need to perform on your data to get the desired results. Determine the nature of the relationship between different variables in your research.

Also, make sure that you are able to present your data in a clear and readable manner for those who will read your concept paper. You can achieve this by using tables, charts, graphs, and other visual aids.

Related: How to Make Conceptual Framework (with Examples and Templates)

Generalized Structure of a Concept Paper

Since concept papers are just summaries of your research project, they are usually short and  no longer than 5 pages. However, for big research projects, concept papers can reach up to more than 20 pages.

Your teacher or professor may give you a certain format for your concept papers. Generally, most concept papers are double-spaced and are less than 500 words in length. 

Even though there are different types of concept papers, we’ve provided you with a generalized structure that contains elements that can be found in any type of concept paper.

The title for your paper must be able to effectively summarize what your research is all about. Use simple words so that people who read the title of your research will know what it’s all about even without reading the entire paper. 

The introduction should give the reader a brief background of the research topic and state the main objective that your project aims to achieve. This section should also include a short overview of the benefits of the research project to persuade the reader to acknowledge the need for the project.

The Purpose of the Study should be written in a way that convinces the reader of the need to address the existing problem or gap in knowledge that the research project aims to resolve. In this section, you have to go into more detail about the benefits and value of your project for the target audience/s. 

This section features related studies and papers that will support your research topic. Use this section to analyze the results and methodologies of previous studies and address any gaps in knowledge or questions that your research project aims to answer. You may also use the data to assert the importance of conducting your research.

When choosing which papers and studies you should include in the Preliminary Literature Review, make sure to choose relevant and reliable sources. Reliable sources include academic journals, credible news outlets, government websites, and others. Also, take note of the authors for the papers as you will need to cite them in the References section.

Simply state the main objectives that your research is trying to achieve. The objectives should be able to indicate the direction of the study for both the reader and the researcher. As with other elements in the paper, the objectives should be specific and clearly defined.

Gather the research questions and equivalent research hypotheses you formulated in the earlier step and list them down in this section.

In this section, you should be able to guide the reader through the process of how you will conduct the research project. Make sure to state the purpose for each step of the process, as well as the type of data to be collected and the target population.

Depending on the nature of your research project, the length of the entire process can vary significantly. What’s important is that you are able to provide a reasonable and achievable timeline for your project.

Make sure the time you will allot for each component of your research won’t be too excessive or too insufficient so that the quality of your research won’t suffer.

Ensure that you will give credit to all the authors of the sources you used in your paper. Depending on your area of study or the instructions of your professor, you may need to use a certain style of citation.

There are three main citation styles: the American Psychological Association (APA), Modern Language Association (MLA), and the Chicago style.

The APA style is mostly used for papers related to education, psychology, and the sciences. The APA citation style usually follows this format:

The MLA citation style is the format used by papers and manuscripts in disciplines related to the arts and humanities. The MLA citation style follows this format:

The Chicago citation style is usually used for papers related to business, history, and the fine arts. It follows this citation format:

This is a concept paper sample provided by Dr. Bernard Lango from the Jomo Kenyatta University of Agriculture and Technology (modified for use in this article). Simply click the link above the download the PDF file.

• Use simple, concise language. Minimize the use of flowery language and always try to use simple and easy-to-understand language. Too many technical or difficult words in your paper may alienate your readers and make your paper hard to read. 
• Choose your sources wisely. When scouring the Internet for sources to use, you should always be wary and double-check the authenticity of your source. Doing this will increase the authenticity of your research project’s claims and ensure better data gathered during the process.
• Follow the specified format, if any. Make sure to follow any specified format when writing your concept paper. This is very important, especially if you’re writing your concept paper for class. Failure to follow the format will usually result in point deductions and delays because of multiple revisions needed.
• Proofread often. Make it a point to reread different sections of your concept paper after you write them. Another way you can do this is by taking a break for a few days and then coming back to proofread your writing. You may notice certain areas you’d like to revise or mistakes you’d like to fix. Make proofreading a habit to increase the quality of your paper.

Written by Ruth Raganit

in Career and Education , Juander How

Last Updated May 30, 2022 04:34 PM

Ruth Raganit

Ruth Raganit obtained her Bachelor of Science degree in Geology from the University of the Philippines – Diliman. Her love affair with Earth sciences began when she saw a pretty rock and wondered how it came to be. She also likes playing video games, doing digital art, and reading manga.

Browse all articles written by Ruth Raganit

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How to Write a Concept Paper

How do you write a concept paper? Why is there a need to write one before writing a full-blown thesis proposal? How do you write a concept paper?

This article explains why a concept paper is important before writing a full-blown research paper. It also provides a step-by-step approach on how to write it.

I once browsed the internet to look for information on how to write a concept paper. It took me some time to find the information I wanted. I did find some, but I am not entirely satisfied with those explanations. The explanation and discussion are either too short or vaguely explain the concept paper.

Preparing a concept paper entails different approaches, but I somehow drew some principles from these readings. I wrote a concept paper in compliance with a request to come up with one. Nobody complained about the output that I prepared.

I remembered once again when a colleague asked me the other day to explain a concept paper and how to write it. He needs this information because students have been asking him how to write it.

To him and his students, I dedicate this article.

What is a Concept Paper and Why Do You Need It?

Before going into the details on how to write a concept paper, let me explain what a concept paper is and why you need it.

A concept paper serves as a prelude to writing a full-blown manuscript.

What do you consider a full-blown write-up? It could be a thesis, a program, a project, or anything that will require a longer time to prepare.

In essence, a concept paper embodies your ideas on a particular topic or item of interest. The concept paper saves time because your thesis or review panel may say that your concept is not worth pursuing.

A concept paper should consist only of 1 or 2 pages. Alternatively, if you want to deal with complex issues that require expounding on the ideas, it can go up to 5 pages.

For example, as a student, you will be asked to prepare your concept paper before writing your thesis proposal. This task means that you need to develop an idea and express it for others to understand. The central idea of that concept paper is your  thesis statement .

You may glean from either your experience or from your literature review. Of course, your topic should be within your respective area of specialization. It makes sense to be an expert in your field.

If you are a computer science student, you might want to study the behavior of wi-fi signals bounced to different kinds of material . Alternatively, maybe you wish to create a simple gadget to concentrate signals for a portable USB wi-fi connection to improve its performance.

Or perhaps you would like to find out the optimum cache size for the most exceptional browsing experience on the internet. The list could go on.

How Do You Write a Concept Paper?

As I mentioned a while ago, there is no hard and fast rule on how to write a concept paper. It is not desirable to have a format, as your ideas tend to be limited. You may miss some critical points.

The ultimate goal is for you to be able to express your intention. What do you want to do or achieve?

How should you write the concept paper as a prelude to a thesis? What should it contain?

A concept paper must have at least the following elements:

1. A Rationale

You explain here why you need to undertake that thesis proposal of yours. You can ask yourself the following questions:

What prompted you to prepare the concept paper? Why is the issue of such importance? What should you be able to produce out of your intended study?

2. A Conceptual Framework

A conceptual framework serves as your guide in working on your idea. It is like a map to follow to arrive at your destination.

An excellent way to develop one is to do a mind-mapping exercise. That brings up another thing, what is mind mapping anyhow?

A mind map is simply a list of keywords that you can connect to clarify an individual issue. It is our subconscious’ way of analyzing things. We tend to associate things with other things. This tendency relates to how we recall past experiences.

In the field of computers, we have the so-called “links” that connect commands in a computer module to make an application program work.

How does mind mapping work?

You have to come up with a word, for example, that will help you start. You can begin with an issue on computers and, from there, generate other ideas that connect with the previous one.

The following video explains how to build a mind map using XMind, my favorite mind mapping tool.

3. Your Hypothesis

Once the idea of the conceptual framework is quite clear to you, write your hypothesis. A hypothesis is just your expected output in conducting the study. It arises from the conceptual framework that you have prepared.

Once you have identified the specific variables you would like to study, ask yourself the following questions:

• How are the variables related?
• Does one variable affect another? Alternatively, are they related at all?

A quick review of relevant and updated literature will help you identify which variables matter.

Nowadays, it’s easy to find articles on your topic using the internet, that is, if you know how to do it. You can start by going to doaj.org , a directory of open access journals. And of course, Google Scholar is an indispensable source of scientific articles. Just find the best and relevant ones for your literature review.

Example of Hypotheses

Considering the issues raised a while ago, the following null hypotheses can serve as your hypotheses:

1. There is no significant difference in wi-fi signal behavior between wood and metal.

 2. There is no significant difference in browsing speed between a ten MB cache and a 100 MB cache storage setting using Mozilla Firefox.

At this point, you may already have a better idea of how to prepare a concept paper before working on a full-blown thesis proposal.

If you find this discussion worthwhile, or you would like to clarify further the discussion above, your feedback is welcome.

© 2012 October 31 P. A. Regoniel | Updated: 12/5/21

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Five Innovations in Education and Societal Development in the 21st Century

About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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• Published: 19 July 2016

A conceptual framework for integrated STEM education

• Todd R. Kelley 1 &
• J. Geoff Knowles 2  

International Journal of STEM Education volume  3 , Article number:  11 ( 2016 ) Cite this article

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The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. Friedman (The world is flat: A brief history of the twenty-first century, 2005) helped illustrate the complexity of a global society, and educators must help students prepare for this global shift. In response to these challenges, the USA experienced massive STEM educational reforms in the last two decades. In practice, STEM educators lack cohesive understanding of STEM education. Therefore, they could benefit from a STEM education conceptual framework. The process of integrating science, technology, engineering, and mathematics in authentic contexts can be as complex as the global challenges that demand a new generation of STEM experts. Educational researchers indicate that teachers struggle to make connections across the STEM disciplines. Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications. The following paper will operationalize STEM education key concepts and blend learning theories to build an integrated STEM education framework to assist in further researching integrated STEM education.

Many global challenges including “climate change, overpopulation, resource management, agricultural production, health, biodiversity, and declining energy and water sources” need an international approach supported by further development in science and technology to adequately address these challenges (Thomas and Watters 2015 , p. 42). Yet numerous educational research studies have indicated that students’ interest and motivation toward STEM learning has declined especially in western countries and more prosperous Asian nations (Thomas and Watters). Concern for improving STEM education in many nations continues to grow as demand for STEM skills to meet economic challenges increasingly becomes acute (English 2016 ; Marginson et al. 2013 ; NAE and NRC 2014 ). Driven by genuine or perceived current and future shortages in the STEM workforce, many education systems and policy makers around the globe are preoccupied with advancing competencies in STEM domains. However, the views on the nature and development of proficiencies in STEM education are diverse, and increased focus on integration raises new concerns and needs for further research (English 2016 ; Marginson et al. 2013 ).

Although the idea of STEM education has been contemplated since the 1990s in the USA, few teachers seemed to know how to operationalize STEM education several decades later. Americans realized the country may fall behind in the global economy and began to heavily focus on STEM education and careers (Friedman 2005 ). STEM funding for research and education then increased significantly in the USA (Sanders 2009 ). The urgency to improve achievement in American Science, Technology, Engineering and Mathematics education is evident by the massive educational reforms that have occurred in the last two decades within these STEM education disciplines (AAAS 1989 , 1993 ; ABET 2004 ; ITEA 1996 , 2000, 2002, 2007 ; NCTM 1989 , 2000 ; NRC 1989 , 1994 , 1996 , 2012 ). Although these various documents seek to leverage best practices in education informed by research on how people learn (NRC 2000a , 2000b ), competing theories and agendas may have added confusion to the complexity of integrating STEM subjects. Recent reforms such as Next Generation Science Standards (NGSS) (NGSS Lead States 2013 ) and Common Core State Standards for Mathematics (CCSSM) (National Governors Association Center for Best Practices & Council of Chief State School Officers 2010 ) advocate for purposefully integrating STEM by providing deeper connections among the STEM domains. One of the most recent NAE and NRC ( 2014 ) documents, STEM Integration in K - 12 Education : Status , Prospects , and an Agenda for Research , recognize problems with competing agendas, lack of coherent effort, and locating and teaching intersections for STEM integration. The Committee on Integrated STEM Education was charged to assist STEM education stakeholders by (a) carefully identifying and characterizing existing approaches to integrated STEM education, (b) review evidence of impact on student learning, and (c) help determine priorities for research on integrated STEM education. This report was created as a way to move STEM educators forward by creating a common language of STEM integration for research and practice. This effort indicates that further work remains to improve STEM integration in practice and establishes a need to conduct more research on integrated STEM education (NAE and NRC 2014 ).

One outcome of improving achievement in STEM education in many countries is preparing a workforce that will improve national economies and sustain leadership within the constantly shifting and expanding globalized economy. Wang, Moore, Roehrig, and Park ( 2011 ) stated that:

Growing concern about developing America’s future scientists, technologists, engineers, and mathematicians to remain viable and competitive in the global economy has re-energized attention to STEM education. To remain competitive in a growing global economy, it is imperative that we raise student’s achievement in STEM subjects. (p. 1)

European STEM educators and industrialists have identified a widening STEM skills gap among the workforce. Improving STEM education is driven increasingly by economic concerns in developing and emerging countries as well (Kennedy and Odell 2014 ). While STEM student enrollment and motivation has declined in many western countries, various studies have shown an increased interest among young people in developing nations such as India and Malaysia (Thomas and Watters 2015 ).

Seeking coherency in STEM education

Much ambiguity still surrounds STEM education and how it is most effectively implemented (Breiner et al. 2012 ). STEM education is often used to imply something innovative and exciting yet it may, in reality, remain disconnected subjects (Abell and Lederman 2007 ; Sanders 2009 ; Wang et al. 2011 ). However, an integrated curricular approach could be applied to solve global challenges of the modern world concerning energy, health, and the environment (Bybee 2010 ; President’s Council of Advisors on Science and Technology (PCAST) 2010 ). Kennedy and Odell ( 2014 ) noted that the current state of STEM education:

has evolved into a meta-discipline, an integrated effort that removes the traditional barriers between these subjects, and instead focuses on innovation and the applied process of designing solution to complex contextual problems using current tools and technologies. Engaging students in high quality STEM education requires programs to include rigorous curriculum, instruction, and assessment, integrate technology and engineering into the science and mathematics curriculum, and also promotes scientific inquiry and the engineering design process. (p. 246)

STEM education can link scientific inquiry, by formulating questions answered through investigation to inform the student before they engage in the engineering design process to solve problems (Kennedy et al. 2014 ). Quality STEM education could sustain or increase the STEM pipeline of individuals preparing for careers in these fields (Stohlmann et al. 2012 ). Improving STEM education may also increase the literacy of all people across the population in technological and scientific areas (NAE and NRC 2009 ; NRC 2011 ).

As the USA and other countries work to build their capacity in STEM education, they will need to interact with each other in order to enhance their efforts in international scientific engagement and capacity building to provide quality education to all of their students (Clark 2014 , p. 6).

Defining integrated STEM education

Over the last few decades, STEM education was focused on improving science and mathematics as isolated disciplines (Breiner et al. 2012 ; Sanders 2009 ; Wang et al. 2011 ) with little integration and attention given to technology or engineering (Bybee 2010 ; Hoachlander and Yanofsky 2011 ). Furthermore, STEM subjects often are taught disconnected from the arts, creativity, and design (Hoachlander and Yanofsky 2011 ). Sanders ( 2009 ) described integrated STEM education as “approaches that explore teaching and learning between/among any two or more of the STEM subject areas, and/or between a STEM subject and one or more other school subjects” (p. 21). Sanders suggests that outcomes for learning at least one of the other STEM subjects should be purposely designed in a course—such as a math or science learning outcome in a technology or engineering class (Sanders 2009 ). Moore et al. ( 2014 ) defined integrated STEM education as “an effort to combine some or all of the four disciplines of science, technology, engineering, and mathematics into one class, unit, or lesson that is based on connections between the subjects and real-world problems” (p. 38). Integrated STEM curriculum models can contain STEM content learning objectives primarily focused on one subject, but contexts can come from other STEM subjects (Moore et al.). We, however, define integrated STEM education as the approach to teaching the STEM content of two or more STEM domains, bound by STEM practices within an authentic context for the purpose of connecting these subjects to enhance student learning.

The authors acknowledge that there are limits to this approach to teaching integrated STEM education. Some might view this approach too focused on career pathways with emphasis on STEM practices and authentic application of STEM knowledge. The authors acknowledge that teaching STEM from the proposed approach is not possible in all circumstances and could limit the content taught from this approach. Some necessary knowledge in mathematics and sciences that are theoretically focused may not provide authentic engineering design applications as well as common STEM practices limited by current technology.

Limits of current integrated practices

Making crosscutting STEM connections is complex and requires that teachers teach STEM content in deliberate ways so that students understand how STEM knowledge is applied to real-world problems. Currently, crosscutting connections remain implicit or can be missing all together (NAE and NRC 2009 ). The Committee on Integrated STEM Education noted that:

Connecting ideas across disciplines is challenging when students have little or no understanding of the relevant ideas in the individual disciplines. Also, students do not always or naturally use their disciplinary knowledge in integrated contexts. Students will thus need support to elicit the relevant scientific or mathematical ideas in an engineering or technological design context, to connect those ideas productively, and to reorganize their own ideas in ways that come to reflect normative, scientific ideas and practices. (NAE and NRC 2014 , p. 5)

Increased integration of STEM subjects may not be more effective if there is not a strategic approach to implementation. However, well-integrated instruction provides opportunities for students to learn in more relevant and stimulating experiences, encourages the use of higher level critical thinking skills, improves problem solving skills, and increases retention (Stohlmann et al. 2012 ). Building a strategic approach to integrating STEM concepts requires strong conceptual and foundational understanding of how students learn and apply STEM content. The following theoretical framework for integrated STEM seeks to propose such an approach.

Conceptual framework for integrated STEM education

Research in integrated STEM can inform STEM education stakeholders to identify barriers as well as determine best practices. A conceptual framework is helpful to build a research agenda that will in turn inform STEM stakeholders to realize the full potential of integrated STEM education. We propose a conceptual framework around learning theories and pedagogies that will lead to achieving key learning outcomes. Developing a conceptual framework for STEM education requires a deep understanding of the complexities surrounding how people learn, specifically teaching and learning STEM content. Research shows STEM education teaching is enhanced when the teacher has sufficient content knowledge and domain pedagogical content knowledge (Nadelson et al. 2012 ). Instead of teaching content and skills and hoping students will see the connections to real-life application, an integrated approach seeks to locate connections between STEM subjects and provide a relevant context for learning the content. Educators should remain true to the nature in which science, technology, engineering, and mathematics are applied to real-world situations. The Next Generation Science Standards (NRC 2012 ) suggest closer study of practices may help to provide a framework for integrating STEM subjects.

The proposed framework as presented is intended for secondary education, specifically high school level educators and learners. The following graphic (Fig.  1 ) helps capture a conceptual framework for integrated STEM education and will also serve as a frame for the core concept of the paper. We will reference the graphic throughout the paper to further explain key concepts and make connections across STEM practices. The aim of this paper is to propose a conceptual framework to guide STEM educators and to build a research agenda for integrated STEM education.

Graphic of conceptual framework for STEM learning

Figure  1 illustrates the proposed conceptual framework for integrated STEM education. The image presents a block and tackle of four pulleys to lift a load, in this case “situated STEM learning.” Block and tackle is a pulley system that helps generate mechanical advantage to lift loads easier. The illustration connects situated learning, engineering design, scientific inquiry, technological literacy, and mathematical thinking as an integrated system. Each pulley in the system connects common practices within the four STEM disciplines and are bound by the rope of community of practice. A complex relationship of the pulley system must work in harmony to ensure the integrity of the entire system. The authors are not suggesting that all four domains of integrated STEM must occur during every STEM learning experience but STEM educators should have a strong understanding of the relationship that can be established across domains and by engaging a community of practice. Like any mental model, there are limits to looking at integrated STEM education using this approach. We will seek to provide support for this mental model while acknowledging the limits in viewing STEM education this way. Each part of the conceptual framework will be described in detail. We encourage readers to refer back to Fig.  1 to help better understand the various aspects of this proposed framework.

Situated STEM learning

The authors would advocate most content in STEM can be grounded within the situated cognition theory (Brown et al. 1989 ; Lave and Wenger 1991 ; Putnam and Borko 2000 ). Foundational to this theory is the concept that understanding how knowledge and skills can be applied is as important as learning the knowledge and skills itself. Situated cognition theory recognizes that the contexts, both physical and social elements of a learning activity, are critical to the learning process. When a student develops a knowledge and skill base around an activity, the context of that activity is essential to the learning process (Putnam and Borko 2000 ). Often when learning is grounded within a situated context, learning is authentic and relevant, therefore representative of an experience found in actual STEM practice. When considering integrating STEM content, engineering design can become the situated context and the platform for STEM learning.

Certainly, there is some STEM content that cannot be situated in authentic contexts, therefore limiting this model to only content that can be applied through situated learning approaches. Within Fig.  1 , the analogy of situated learning as a “load” to lift may present a limited perspective of this educational model.

Pulley #1: engineering design

Engineering design can provide the ideal STEM content integrator (NAE and NRC 2009 ; NRC 2012 ). Moreover, an engineering design approach to delivering STEM education creates an ideal entry point to include engineering practices into existing secondary curriculum. Using engineering design as a catalyst to STEM learning is vital to bring all four STEM disciplines on an equal platform. The very nature of engineering design provides students with a systematic approach to solving problems that often occur naturally in all of the STEM fields. Engineering design provides the opportunity to locate the intersections and build connections among the STEM disciplines, which has been identified as key to subject integration (Frykholm and Glasson 2005 ; Barnett and Hodson 2001 ).

Science education can be enhanced by infusing an engineering design approach because it creates opportunity to apply science knowledge and inquiry as well as provides an authentic context for learning mathematical reasoning for informed decisions during the design process. The Conceptual Frameworks for New Science Education Standards (NRC 2012 ) in the USA recommend that students are given opportunities to design and develop science investigations and engineering design projects across all K-12 grade levels (p. 9). The analytical element of the engineering design process allows students to use mathematics and science inquiry to create and conduct experiments that will inform the learner about the function and performance of potential design solutions before a final prototype is constructed. This approach to engineering design allows students to build upon their own experiences and provide opportunities to construct new science and math knowledge through design analysis and scientific investigation. According to Brown et al. ( 1989 ), these are necessary experiences for effective learning:

Engineering and technology provide a context in which students can test their own developing scientific knowledge and apply it to practical problems; doing so enhances their understanding of science—and, for many, their interest in science—as they recognize the interplay among science, engineering, and technology. We are convinced that the engagement in the practices of engineering design is as much a part of learning science as engagement in the practices of science. (p.12)

In engineering practice, engineering design and scientific inquiry are interwoven through an intricate process of design behaviors and scientific reasoning (Purzer et al. 2015 ). Though there is a notable difference between engineering design and scientific inquiry, two central ways they converge according to Purzer et al. ( 2015 ) are “(a) reasoning processes such as analogical reasoning as navigational devices to bridge the gap between problem and solution and (b) uncertainty as a starting condition that demands expenditure of cognitive resources…” (p. 2). Additionally, both engineering design and scientific inquiry accentuate learning by doing (Purzer et al. 2015 ). Similar to situated learning theory, approaching all STEM content through engineering design is not always possible. For example, some science content is currently theoretically based and cannot be taught by design-based instruction.

Pulley #2: scientific inquiry

Learning science in a relevant context and being able to transfer scientific knowledge to authentic situations is key to genuine understanding. An inquiry approach to instruction requires teachers to “encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas, and skepticism that characterize science” (National Research Council 1996 , p. 37). Scientific inquiry prepares students to think and act like real scientists, ask questions, hypothesize, and conduct investigations using standard science practices. However, an inquiry-based approach involves a high level of knowledge and engagement on the part of the teachers and students. Teachers often feel unprepared because they are lacking authentic scientific research and inquiry experiences themselves (Nadelson et al. 2012 ). They harbor misconceptions about hands-on instruction, viewing a series of tasks and lab activities as being equivalent to scientific inquiry. However, practical and procedurally based hands-on activities are not equivalent to true science inquiry but must include “minds-on” experiences embedded within constructivist approaches to science learning (National Research Council 1996 , p. 13). Students can become drivers of their learning when given the opportunity to construct their own questions related to the science content they are investigating. Key to effectively preparing teachers to teach through inquiry requires improving their pedagogical content knowledge while experiencing authentic science investigations and experimentation practices. Powell-Moman and Brown-Schild ( 2011 ) note that “in-service teachers see direct benefits when scientist-teacher partnerships associated with professional development are used to develop content knowledge, along with scientific process and research skill through collaboration on research projects” (p. 48).

Pulley #3: technological literacy

Fully understanding the “T” in STEM education seems to escape many educators who fail to move beyond merely the use of educational technology to enhance STEM learning experiences (Cavanagh 2008 ). STEM educators with only this view point fail to acknowledge that technology consists of a body of knowledge, skills, and practices. The term technology means so many different things to people rendering the term almost useless, and further study of technology definitions will not bring clarity to the subject (Barak 2012 ). Herschbach ( 2009 ) suggested there are two common views of technology; an engineering view of technology and a humanities perspective of technology. The engineering view , also referred to as the instrumental perspective (Mitcham 1994 ; Feenberg 2006 ), indicates that “Technology is equated with the making and using of material objects—that is, artifacts” (p. 128). However, the humanities view of technology focuses on the human purpose of technology as a response to a specific human endeavor; therefore, it is the human purpose that provides additional meaning for technology (Achterhuis 2001 ; Mitcham 1994 ). The humanities view of technology recognizes that technology is value-laden (Feenberg 2006 ) and thus, provides opportunities to explore technology impacts including cultural, social, economic, political, and environmental ( ITEA 2000 ).

Table  1 provides critical elements of distinction between these two views of technology.

Mitcham ( 1994 ) combines these two views together when he identified four different ways of conceptualizing technology. He identifies technology as (a) objects, (b) knowledge, (c) activities, and (d) volition. Often, people associate technology as artifacts or objects; unfortunately, many only view technology in this way and overcoming this limited view of technology may be critical for teaching STEM in an integrated approach. Mitcham also contends that technology consists of specific and distinct knowledge and therefore is a discipline. He views technology as a process with activities that include designing, making, and using technology. Technology as volition is the concept that technology is driven by the human will and as a result is embedded within our culture driven by human values. Herschbach ( 2009 ) contends that technology leverages knowledge from across multiple fields of study. DeVries ( 2011 ) in Barak ( 2012 ) writes:

Engineering can differ from technology in that engineering only comprises the profession of developing and producing technology, while the broader concept of technology also relates to the user dimension. Technologists, more than engineers, deal with human needs as well as economic, social, cultural or environmental aspects of problem solving and new product development. (in Barak 2012 , p. 318)

Barak ( 2012 ) suggests that both engineering and technology are so closely related that they should be taught in unison within technology education and suggests teaching them as one school subject called Engineering Technology Education (ETE).

In 2000, the International Technology Education Association (ITEA) drafted the Standards for Technological Literacy : Content for the Study of Technology (STL) to define the content necessary for K-12 students to become technologically literate citizens living in the twenty-first century. The STLs have been revised twice ( ITEA 2002, 2007 ) and also include student assessment and professional development standards (ITEA 2003 ). The Standards for Technological Literacy identify content standards for grades K-12 that provide students opportunities to think critically about technology beyond technology as an object and in doing so prepare students to become technologically literate. STEM educators should provide students opportunities to think through technology as a vehicle for change with both positive and negative impacts on culture, society, politics, economy, and the environment.

Pulley #4: mathematical thinking

Studies have shown that students are more motivated and perform better on math content assessment when teachers use an integrated STEM education approach. A recent study found that students performed better on post math content assessments and increased STEM attitudinal scores when engaging in learning activities that included engineering design and prototyping solutions using 3D printing technology (Tillman et al. 2014 ). Williams ( 2007 ) noted that contextual teaching can give meaning to mathematics because “students want to know not only how to complete a mathematical task but also why they need to learn the mathematics in the first place. They want to know how mathematics is relevant to their lives” (p. 572). Incorporating STEM practices that include mathematical analysis necessary for evaluating design solutions provide the necessary rational for students to learn mathematics and see the connections between what is learned in school with what is required in STEM career skills (Burghardt and Hacker 2004 ). The authors again acknowledge that not all secondary education math content can be applied to engineering design approaches. Similarly, secondary education students may not have the cognitive development necessary to connect mathematical thinking within all engineering design problems.

The rope: a community of practice

Additionally, the concept of learning as an activity not only leverages the context of the learning but also the social aspect of learning. Lave and Wenger ( 1991 ) describe this as legitimate peripheral participation when the learning takes place in a community of practitioners assisting the learner to move from a novice understanding of knowledge, skills, and practices toward mastery as they participate “in a social practice of a community” (p. 29).

In a community of practice, novices and experienced practitioners can learn from observing, asking questions, and actually participating alongside others with more or different experience. Learning is facilitated when novices and experienced practitioners organize their work in ways that allow all participants the opportunity to see, discuss, and engage in shared practices. (Levine and Marcus 2010 , p. 390)

Integrated STEM education can create an ideal platform to blend these complementary learning theories by providing a community of practice through social discourse. As educational leaders have wrestled with the concept of integrating STEM disciplines, key elements of situated learning have emerged. For example, Berlin and White ( 1995 ) argued that efforts to integrate mathematics and science should be founded, in part, on the idea that knowledge is organized around big ideas, concepts, or themes, and that knowledge is advanced through social discourse.

When engaging students into a community of practice, we suggest that the learning outcomes be grounded in common shared practices. Community of practice can provide opportunity to engage local community experts as STEM partners such as practicing scientists, engineers, and technologists who can help focus the learning around real-life STEM contexts regardless of the pedagogical approach.

Using a community of practice approach to integrated STEM can be challenging for teachers as they need to continually network with experts and be open to allowing members of the community of practice into their classroom. Additionally, not all students learn best in social settings so these students may struggle to fully engage in a community of practice and this may limit their ability to learn using this educational approach.

STEM community of practice

The Next Generation Science (NGS) Framework (NRC 2012 ) carefully uses language that describes common practices of scientist and engineers. These practices become science learning outcomes for students. Equally important to learning science concepts, scientific practices and skills are also emphasized as key outcomes (NRC 2012 ). Engineering practices are also identified within the NGS framework because some of the practices of scientists and engineers are shared. An integrated STEM approach can provide a platform through a community of practice to learn the similarities and differences of engineering and science. Table  2 shows descriptions of common science practices and engineering practices providing opportunity to compare similarities and differences (NRC 2012 ).

The study of STEM practices can provide a better understanding of each domain and help teachers identify key learning outcomes necessary to achieve STEM learning. Table  3 below identifies key practices that build the unique set of knowledge, skills, as well as a unique language to form common practices of science and technology while investigating and solving problems (Kolodner 2002 ).

Table  4 identifies the math standards for math practice located in the Common Core standards for mathematics identifying common practices necessary when solving mathematical problems. Understanding these mathematical practices can be critical for effective integrated STEM education because mathematical analysis can be found in all the other STEM domains.

Upon review of these practices across science, engineering, technology, and mathematics, the very nature of these disciplines as well as the context in which the practices occur provide the learner with authentic examples that could help to illustrate crosscutting STEM connections. Locating intersections and connections across the STEM disciplines will assist STEM educators who understand these practices and how they are uniquely similar and different. An integrated STEM approach should leverage the idea that STEM content should be taught alongside STEM practices. Both content and practices are equally important to providing the ideal context for learning and the rationale for doing so. Locating crosscutting practices will help students identify similarities in the nature of work conducted by scientists, technologists, engineers, and mathematicians and could help students make more informed decisions about STEM career pathways.

Integrated STEM research agenda

The proposed conceptual framework must be tested through educational research methods to determine if these concepts improve the teaching and learning of STEM content. A research agenda must be crafted to test theories under a variety of conditions to determine the best approach to integrated STEM. In the USA, the Committee on Integrated STEM Education developed several recommendations directed at multiple stakeholders in integrated STEM education including those designing initiatives for integrated STEM, those developing assessments, and lastly for educational researchers (NAE and NRC 2014 ). For further investigation in integrated STEM education, researchers need to document in more detail their interventions, curriculum, and programs implemented, especially how subjects are integrated and supported. More evidence needs to be collected on the nature of integration, scaffolding used, and instructional designs applied. Clear outcomes need to be identified and measured concerning how integrated STEM education promotes learning, thinking, interest, and other characteristics related to these objectives. Research focused on interest and teacher and student identity also needs to address diversity and equity, and include more design experiments and longitudinal studies (NAE and NRC 2014 ). Though these recommendations were made in the context of the American education system, they could prove helpful in many other countries’ educational systems as well.

One example: Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS)

A current National Science Foundation I-TEST project can serve as an example of research created to assess the proposed framework. Todd Kelley is the principal investigator of the TRAILS project that aims to improve STEM integration in high school biology or physics classes and technology education classes. TRAILS partners science and technology teachers during a 2-week summer professional development workshop to prepare the teachers to integrate STEM content through science inquiry and engineering design in the context of entomology. 3D printing technology is used to allow students to create engineering designed bio-mimicry solutions. Students’ use mathematical modeling to predict and assess design performance. Lessons are created to address technological literacy standards and well as math and science standards. The goals of the TRAILS project are as follows:

Goal 1: Engage in-service science and technology teachers in professional development building STEM knowledge and practices to enhance integrated STEM instruction.

Goal 2: Establish a sustainable community of practice of STEM teachers, researchers, industry partners, and college student “learning assistants.”

Goal 3: Engage grades 9–12 students in STEM learning through engineering design and 3D printing and scanning technology.

Goal 4: Generate strategies to overcome identified barriers for high school students in rural schools and underserved populations to pursue careers in STEM fields.

The TRAILS project research will be guided by assessing the following:

Science and technology education teacher’s self-efficacy in teaching STEM through an integrated STEM approach.

Assessing students and teacher’s awareness of STEM careers.

Assess students’ ability to use twenty-first century skills while creating engineering design solutions to TRAILS challenges.

Assess students’ growth in students’ STEM career interest, self-efficacy in learning STEM content, and growth in STEM content knowledge.

We theorize that teachers will increase self-efficacy teaching these subjects after participation in the TRAILS program, and this would indicate a stronger foundation for effective teaching (Stohlmann et al. 2012 ). Measurements of teacher self-efficacy parallels and extends the work of Nadelson et al. ( 2012 ), and additionally measures student self-efficacy in learning STEM. Self-efficacy is a good predictor of performance, behavior, and academic achievement (Bandura 1978 , 1997 ). Research projects like TRAILS provide researcher opportunities to explore the impact of an integrated STEM teacher professional development on teachers teaching practices as well as assess impact on students’ learning STEM content. TRAILS also focuses on how the project may impact students’ interest in STEM careers. This project serves as one example of how future research on integrated STEM teaching can assess teaching and learning of STEM content as well as help to identify barriers that exist in current educational systems. Projects like TRAILS are needed to help inform educational researchers and the greater STEM education community what works effectively and what does not when integrating STEM subjects in secondary education. The proposed theoretical models need to be tested and vetted within the STEM education greater community. The current TRAILS project provides an ideal platform to conduct research on this approach to integrated STEM to seek to identify the benefits as well as limitations.

Conclusion and implications

The recent STEM education literature provides rationale to teach STEM concepts in a context which is most often delivered in project, problem, and design-based approaches (Carlson and Sullivan 1999 ; Frykholm and Glasson 2005 ; Hmelo-Silver 2004 ; Kolodner 2006 ; Kolodner et al. 2003 ; Krajcik et al. 1998 ). It could prove helpful if integrated STEM educators learned the various “STEM languages” and STEM practices outlined above. The reality is secondary education in the US silo STEM subjects within a rigid structure with departmental agendas, requirements, content standards, and end-of-year examinations. If these barriers remain in education in the USA and in other nations, they may constrain the successful implementation of an integrated STEM program therefore jeopardizing the entire STEM movement.

The authors suggest that the key to preparing STEM educators is to first begin by grounding their conceptual understanding of integrated STEM education by teaching key learning theories, pedagogical approaches, and building awareness of research results of current secondary STEM educational initiatives. Furthermore, professional development experiences for in-service teachers could also provide a strong conceptual framework of an integrated STEM approach and build their confidence in teaching from an integrated STEM approach. Kennedy and Odell ( 2014 ) indicated that STEM education programs of high quality should include (a) integration of technology and engineering into science and math curriculum at a minimum; (b) promote scientific inquiry and engineering design, include rigorous mathematics and science instruction; (c) collaborative approaches to learning, connect students and educators with STEM fields and professionals; (d) provide global and multi-perspective viewpoints; (e) incorporate strategies such as project-based learning, provide formal and informal learning experiences; and (f) incorporate appropriate technologies to enhance learning.

Finally, further research and discussion is needed on integrated STEM education so that effective methodologies can be implemented by teachers in the classroom and further assess the strategies this overall framework proposes here (Stohlmann et al. 2012 ). The TRAILS project feature above is just one example of funded research that seeks to better identify the best conditions to teach STEM subjects in an integrated approach to teaching as well as learn what level of support students and teachers require to improve STEM education.

NSF disclaimer

Elements of this paper are supported by the National Science Foundation, award #DRL-1513248. Any opinions and findings expressed in this material are the authors and do not necessarily reflect the views of NSF.

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Acknowledgement

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Grant number is DRL-1513248.

Authors’ contributions

The following provides a review of the co-author contributions. Both authors collaborated on the writing of the manuscript so much so that it is a blend of both authors’ ideas. However, here is a general description of the author’s individual contributions. TRK started the first draft of the manuscript and crafted the general conceptual framework. JGK was able to provide additional assistance leveraging current literature to support the ideas of the manuscript. JGK crafted the introduction and provided the majority of the supporting literature in this section. TRK crafted the conceptual framework section. Both JGK and TRK collaboratively created the graphic and TRK provided the conceptual framework components of the graphic. JGK contributed to collecting supporting literature and assisted TRK refining the writing for clarity. Both authors have read and approved the final manuscript.

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Kelley, T.R., Knowles, J.G. A conceptual framework for integrated STEM education. IJ STEM Ed 3 , 11 (2016). https://doi.org/10.1186/s40594-016-0046-z

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• Integrated STEM
• STEM pedagogies
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How to Write a Concept Paper in 7 Steps

Before you can write a research paper, or begin your research, you may have to write a concept paper.

A concept paper is a short academic paper that explains the research you plan to conduct. It covers your research goals, how you’ll carry out the research, how you’ll collect data, and the questions you aim to answer through your research.

What is a concept paper?

A concept paper is typically a two- to three-page paper that concisely explains a proposed research project. If the paper is for a funding application, it may be twenty pages or longer.

In the paper, they demonstrate why their proposed project is worthwhile. The paper covers:

• Research goals
• Questions the research aims to answer
• The research methods the author will use
• The types of data that will be collected

A concept paper is also known as a research proposal. They may be submitted to investors to secure funding, or a student may submit one to their supervisor before starting a research project. Through reading a student’s concept paper, an academic supervisor can assess their project’s feasibility and, if necessary, suggest adjustments the student can make to improve their project so it’s more realistic or valuable. Similarly, prospective investors can decide whether a project is something they’d like to support. Undeveloped or unrealistic projects can end at the concept paper stage

7 steps for writing a concept paper

A concept paper’s title should directly express the paper’s content. Think of it as a preview for the reader. The title can be the question the proposed project aims to answer, or it can be a short statement that summarizes the paper.

2 Introduction outlining problem and gaps in knowledge

In the introduction section, provide an overview of your research project. This should include a short overview of the current state of your research area and existing gaps in this area. After explaining these, state which of these knowledge gaps you aim to fill with your research. This section should also mention any contradictory theories regarding the questions you aim to answer.

3 Mission statement

Your concept paper’s introduction should also include a mission statement . This is a sentence or two that concisely states your research purpose in an engaging way. Remember, the goal is to get your project approved—so your mission statement should communicate why the reader’s approval will benefit your field.

4 Research aim

Your concept paper also needs to address the reason why you’re conducting the specific research you’ve planned. This part, along with the following two sections, are sometimes grouped together as a concept paper’s project description.

In this section, cover the following:

• The reason why your research is important
• The questions you aim to answer through your research

5 Methodology

A concept paper also needs to discuss the methodology you plan to use while conducting your research. This is the strategy or strategies you will use to collect data, such as:

• Experiments
• Case studies
• Observations

This section should also include any ethical concerns that could arise during the research period.

6 Outline of proposed methods and potential impact

After describing your proposed methodology, write a section that discusses exactly how you’ll conduct your research using these methods. Be as specific as possible—if you plan to utilize resources like specialized equipment or collaborate with an expert in your field, include this information in this section. In this section, outline how long you expect the research to take and note the specific milestones you plan to hit during that time frame.

This section should also discuss your research’s potential impact. Discuss who your research and results will impact and how it will impact them. For example, you might conduct a study on undergraduate sleep schedules and publish a paper that supports campus-wide policy changes that promote healthy sleep cycles for students who live on campus.

A concept paper also needs to include a section that addresses the project’s budget. The section should explain the overall cost and break it down into individual expenses so readers can see exactly how the money will be spent.

Tips for writing a concept paper

Write to your audience.

A concept paper is a piece of academic writing, so use a professional tone . Avoid colloquialisms, slang, and other conversational language. Your concept paper should use the same tone and style as your accompanying research paper.

Write according to your reader’s familiarity with the subject of your concept paper. For example, if you’re proposing an IT project and your intended reader is the head of your university’s IT department, you can use technical jargon they will understand. If the intended reader is somebody in a non-technical role, avoid jargon and make sure you define every vocabulary word that might not be familiar to them. By ensuring your reader understands your concept paper, you increase the likelihood of them approving your project.

Use an engaging, accurate title

Just like a clear, intriguing subject line increases the likelihood of a recipient reading an email, an engaging title increases the likelihood of your reader not only reading your concept paper but understanding it. Choose a title that’s concise (fewer than 15 words or so) and accurately reflects your paper’s content. After reading your paper’s title, your reader should not be surprised by your proposed research.

Keep it to an appropriate length

If you’re a student writing a concept paper for an undergraduate, master’s, or doctoral project, two to three pages is generally the right length for your paper. Don’t worry about getting too detailed about the specifics of your research; a high-level overview is sufficient.

Concept papers meant to secure funding from investors can be longer than academic concept papers.

How is a concept paper different from a research paper?

The main difference between a concept paper and a research paper is when they’re written in relation to a research project. A concept paper is written before its author begins their research, and a research paper is written after they’ve completed it. In other words, a concept paper introduces readers to its author’s academic project, and a research paper explains the outcome of the project.

Concept paper FAQs

A concept paper is often a two- to three-page paper that concisely explains a proposed research project.

When do you need a concept paper?

You need a concept paper to outline a proposed research project. Often, they are part of undergraduate, graduate, and doctoral research proposals. It’s also common for entrepreneurs and individuals conducting scientific and public-service-related research to write concept papers to garner support for their work.

What are the main steps of writing a concept paper?

Write an engaging, accurate title

• Outline the problem you aim to solve
• Write a mission statement
• Explain your research aim
• Explain your research methodology
• Explain your research methods and the potential impact of your work
• Discuss your project’s budget and how it will be allocated

While a concept paper introduces a proposed research project by outlining its purpose, process, and goals, a research paper discusses a completed project in detail.

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