Boundary crossing pedagogy in STEM education

Allen Leung*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

43 Citations (Scopus)


This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an interactive pedagogical framework is put forward accompanied by a provisional statement to relate the connective factors that are critical in the formation of a boundary crossing STEM pedagogy. These factors are situated learning, communities of practices, problem solving, learning dialogical processes, and boundary objects. A Hong Kong school STEM case is employed to illustrate the applicability of this framework. The commentary ends with a reflective remark on boundary crossing STEM pedagogy.

Original languageEnglish
Article number15
Number of pages11
JournalInternational Journal of STEM Education
Early online date20 Apr 2020
Publication statusPublished - 1 Dec 2020

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Boundary crossing
  • Boundary object
  • Integrated pedagogy
  • Learning dialogical processes
  • STEM education


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