This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education. It offers a view of STEM from the disciplines that comprise it, while adhering to the idea that STEM itself is an interdisciplinary treatment of all the associated disciplines in a meaningful way. This book raises and answers questions regarding the meaning of STEM education and research.
This volume is divided into three sections: the first one describes the nature of the component disciplines of STEM. The next section presents work from leaders representing all STEM disciplines and deals with aspects such as K-12 and post-secondary education. The last section draws conclusions regarding the natures of the disciplines, challenges and advantages of STEM education in terms of theoretical and practical implications. The two final chapters compile arguments from the research chapters, describing themes in research results, and making recommendations for best STEM education practice, and examining areas for future research in STEM education.
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Part I Nature Of The Stem Disciplines |
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1 Nature Of Scientific Knowledge And Scientific Inquiry |
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3 | (18) |
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2 The Nature Of Technology |
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21 | (12) |
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3 Toward Defining Nature Of Engineering In The Next Generation Science Standards Era |
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33 | (12) |
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4 The Nature Of Mathematics And Its Impact On K-12 Education |
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45 | (16) |
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Part II Critical Questions in Teaching STEM |
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5 Inquiring Into Environmental Stem: Striving For An Engaging Inquiry-Based E-Stem Experience For Pre-Service Teachers |
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61 | (24) |
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6 Navigating Theory And Practice: Digital Video Games (Dvgs) In Stem Education |
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85 | (20) |
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7 A Self-Study On Teaching Integrated Stem Education To K-12 Science And Mathematics Teachers |
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105 | (24) |
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8 Learning For The Real World: Interdisciplinary Challenge Projects To Facilitate Real-World Learning In Stem |
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129 | (18) |
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9 Collaboratively Learning To Teach Stem: A Model For Learning To Integrate Stem Education In Preservice Teacher Education |
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147 | (20) |
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Part III Critical Questions in STEM |
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10 Public Portrayals Of Indiana Stem Certified Schools |
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167 | (18) |
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11 Current Praxis And Conceptualization Of Stem Education: A Call For Greater Clarity In Integrated Curriculum Development |
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185 | (26) |
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12 Future Elementary Teachers' Perspectives On The Importance Of Stem |
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211 | (16) |
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13 Switching Lanes Or Exiting? Stem Experiences, Perceptions, And Identity Construction Among College Stem Switchers |
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227 | (24) |
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| Reflection on Part I Natures of the Disciplines that Make up STEM |
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251 | (2) |
| Reflection on Part II Research into the Teaching and Learning of STEM |
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253 | (2) |
| Reflection on Part III Critical Questions in STEM |
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255 | (2) |
| Afterward |
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257 | |
Valarie L Akerson is a Professor of Science Education at Indiana University, and a former elementary teacher. Her research focuses on preservice and inservice elementary teachers ideas about Nature of Science, as well as their teaching practices. She is a Past-President of the Association for Science Teacher Education and a Past-President for NARST: A worldwide organization for improving science teaching and learning through research. Gayle Buck is an Associate Dean for Research, Development & Innovation, as well as a Professor of Science Education. Previously a middle level science teacher in both urban and rural schools, Professor Buck now teaches courses in science, STEM education and teacher education. Her research explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions in teaching and learning, and 3) pragmatic and participatory approaches to educational research.
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