STEM education and research has gained popularity internationally over the last decade. However, there is a lack in specifications in existing K-12 STEM classroom observation protocols of how features of an integrated STEM experience/lesson would lead to desired outcomes and how those outcomes should be measured. To bridge this gap, we propose the development of a new integrated STEM classroom observation protocol (iSTEM protocol). This article describes the ongoing development work of the iSTEM protocol, which features two creative attempts. Firstly, the productive disciplinary engagement framework is adapted to design a classroom observation protocol that provides a coherent frame of design principles to be met to achieve desired 3-dimensional pedagogical outcomes. Secondly, interdisciplinarity of student engagement was interpreted in terms of the extent to which students take a systematic and disciplinary-based approach to make and justify decisions during STEM problem-solving. The iSTEM protocol comprises 15 items (4-point scale) rated holistically for the extents to which evidence was found in the observed lesson for (1) the 3-dimensional pedagogical outcomes of productive interdisciplinary engagement (five items) and (2) problematising, resources, authority, and accountability design principles (10 items). The accompanying iSTEM profile visually represents and communicates the strengths and inadequacies in design principles, thus providing explanations for extents of students’ productive interdisciplinary engagement. The iSTEM protocol will contribute as a research tool for STEM education researchers and as a pedagogical guide for STEM classroom teachers to improve their design of STEM learning experiences.

过去十年，STEM 教育和研究在国际上越来越受欢迎。然而，现有的 K-12 STEM 课堂观察协议缺乏关于综合 STEM 体验/课程的特征如何带来预期结果以及如何衡量这些结果的规范。为了弥补这一差距，我们建议开发一种新的集成 STEM 课堂观察协议（iSTEM 协议）。本文介绍了iSTEM协议正在进行的开发工作，其中有两个创造性的尝试。首先，采用富有成效的学科参与框架来设计课堂观察协议，该协议提供了要满足的连贯的设计原则框架，以实现所需的 3 维教学成果。其次，学生参与的跨学科性被解释为学生在解决 STEM 问题期间采取系统性和基于学科的方法来做出决策并证明其合理性的程度。iSTEM 协议包括 15 个项目（4 分制），根据观察课程中发现的证据程度进行整体评分：(1) 富有成效的跨学科参与的 3 维教学成果（五个项目）和 (2) 问题化、资源、权力和责任设计原则（10 项）。随附的 iSTEM 简介直观地展示并传达了设计原则的优点和不足，从而为学生富有成效的跨学科参与程度提供了解释。iSTEM 协议将作为 STEM 教育研究人员的研究工具，并作为 STEM 课堂教师的教学指南，以改进他们的 STEM 学习体验设计。