Critical Questions in STEM Education

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.

Critical Questions in STEM Education

Author: Valarie L. Akerson

Publisher: Springer

ISBN: 9783030576455

Page: 260

View: 949

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.

Critical Questions in STEM Education

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.

Critical Questions in STEM Education

Author: Valarie L. Akerson

Publisher: Springer Nature

ISBN: 3030576469

Page: 260

View: 445

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.

Federal STEM Education Programs

Hearings Before the Subcommittee on Research and Science Education, ... important to have scientists involved in critical questions of science education .

Federal STEM Education Programs

Author: United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education

Publisher:

ISBN:

Page: 242

View: 519

Critical Voices in Science Education Research

A perceived incommensurability between these selves resulted in more questions about how to be critical scholars than answers, such as: What should the ...

Critical Voices in Science Education Research

Author: Jesse Bazzul

Publisher: Springer

ISBN: 3319999907

Page: 274

View: 751

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to “do good in the world”, while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.

STEM Education in Primary Classrooms

Local community and issue-based examples of STEM teaching and learning, ... The following are some critical questions to prompt and guide teachers as they ...

STEM Education in Primary Classrooms

Author: Angela Fitzgerald

Publisher: Routledge

ISBN: 1000051420

Page: 194

View: 248

If you were to peer into a primary school classroom somewhere across Australia and New Zealand, you would be forgiven for thinking that science, technology, engineering and mathematics (STEM) education is synonymous with coding and digital technologies. However, while these aspects are important, technology alone does not reflect the broad learning opportunities afforded by STEM. In countering this narrow approach, STEM Education in Primary Classrooms offers a platform for research that innovates, excites and challenges the status quo. It provides educators with innovative and up-to-date research into how to meaningfully and authentically embed STEM into existing classroom practices. It incorporates accurate explanations of STEM as an integrated approach to solving real-world problems, including social issues, along with case studies and stories to bring practice to life in evidence-informed ways. This book showcases the impact of a broader approach to STEM in the primary classroom through Australian-based and New Zealand-based research that will challenge current teaching practices. Thus, this book will be of interest to pre- and in-service primary school teachers, along with researchers and postgraduate students in the STEM education field.

Critical Transdisciplinary and Embodied Approaches in STEM Education

Answering these questions with STEM and the analysis above in mind, ... to create the world we wish to see through our teaching and various activities?

Critical  Transdisciplinary and Embodied Approaches in STEM Education

Author: Pratim Sengupta

Publisher: Springer Nature

ISBN: 3030294897

Page: 366

View: 862

Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.

Human Rights in Language and STEM Education

In the computer science class, a critical pedagogy approach to engaging the participants in mobile app development was taken throughout the school year.

Human Rights in Language and STEM Education

Author: Zehlia Babaci-Wilhite

Publisher: Springer

ISBN: 946300405X

Page: 305

View: 501

This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid. Working across disciplines and domains has the potential to lead to new understanding and the removal of barriers to progress with the ultimate goal of creating solutions to persistent problems in education. Cross-disciplinary work in science, language and literacy has shown much promise and demonstrated the importance of developing language along with disciplinary knowledge. This volume provides a deep dive into this topic, with articles by several scholars in the field of language in STEM.” – Jaqueline Barber, Director of the Learning Design Group at the Lawrence Hall of Science, University of California-Berkeley, USA “In an increasingly technological world, STEM Education has become a priority on national agendas and in educational institutions. Meaningful access to STEM education can enable or hinder young people from gaining entry into the world of work. It is against this backdrop that the edited collection, Human Rights and Language in STEM Education, needs to be welcomed. The various chapters tackle the big questions of access and many others. This edited collection is required reading for all those working in STEM and for policy makers who tend to see language and STEM as binaries, rather than as interdependent.” – Zubeida Desai, Professor and Dean of Education, University of the Western Cape, South Africa This volume by researchers from 10 countries provides a thought-and-action provoking multidimensional analysis of issues on the dignity of the use of STEM subjects in local education in the perspective of human rights. This book is especially recommended to researchers and education policy makers in such areas as STEM Educational Theory and Praxis, Human Rights, Future/sustainable Development, Science and Technology Literacy. May it inspire similar volumes in today’s politically ebullient world.” – Francisco Gomes de Matos, Professor Emeritus of Linguistics, human linguistic rights scholar, Federal University of Pernambuco, Recife, Brazil.

Science the Departments of State Justice and Commerce and Related Agencies Appropriations for 2006 Testimony of members of COngress and other interested individuals and organizations

Because of the nature of science it is important to have scientists involved in critical questions of science education . It was the recognition of this ...

Science  the Departments of State  Justice  and Commerce  and Related Agencies Appropriations for 2006  Testimony of members of COngress and other interested individuals and organizations

Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Science, State, Justice, and Commerce, and Related Agencies

Publisher:

ISBN:

Page:

View: 284

Philosophy of STEM Education

A Critical Investigation Nataly Z. Chesky, Mark R. Wolfmeyer ... review critiques of STEM education policy as they relate to our research questions above.

Philosophy of STEM Education

Author: Nataly Z. Chesky

Publisher: Springer

ISBN: 1137535466

Page: 105

View: 931

Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions. It details the why (axiology), the how (epistemology) and the what (ontology) of STEM by drawing upon a variety of philosophies of education, science, mathematics, and technology.

Philosophy of STEM Education

Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions.

Philosophy of STEM Education

Author: Nataly Z. Chesky

Publisher: Springer

ISBN: 1137535466

Page: 105

View: 919

Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions. It details the why (axiology), the how (epistemology) and the what (ontology) of STEM by drawing upon a variety of philosophies of education, science, mathematics, and technology.

Critical Issues and Bold Visions for Science Education

SCIENCE EDUCATION REFORM AND SCIENCE CURRICULUM Ken: For at least the last ... a reference point for these questions – in what ways have science curricula ...

Critical Issues and Bold Visions for Science Education

Author:

Publisher: BRILL

ISBN: 9004389660

Page: 318

View: 130

Critical Issues and Bold Visions for Science Education addresses diverse critical issues using rich theoretical frameworks and methodologies, and while retaining complexity, offers transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene.

Connecting Science and Engineering Education Practices in Meaningful Ways

What science important content may be pushed aside? This book, tackles many of these tough questions head on.

Connecting Science and Engineering Education Practices in Meaningful Ways

Author: Leonard A. Annetta

Publisher: Springer

ISBN: 331916399X

Page: 385

View: 860

The need for a scientifically literate citizenry, one that is able to think critically and engage productively in the engineering design process, has never been greater. By raising engineering design to the same level as scientific inquiry the Next Generation Science Standards’ (NGSS) have signaled their commitment to the integration of engineering design into the fabric of science education. This call has raised many critical questions...How well do these new standards represent what actually engineers do? Where do the deep connections among science and engineering practices lie? To what extent can (or even should) science and engineering practices co-exist in formal and informal educational spaces? Which of the core science concepts are best to leverage in the pursuit of coherent and compelling integration of engineering practices? What science important content may be pushed aside? This book, tackles many of these tough questions head on. All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices? They answered with rich descriptions of pioneering approaches, critical insights, and useful practical examples of how embodying a culture of interdisciplinarity and innovation can fuel the development of a scientifically literate citizenry . This collection of work builds traversable bridges across diverse research communities and begins to break down long standing disciplinary silos that have historically often hamstrung well-meaning efforts to bring research and practice from science and engineering together in meaningful and lasting ways.

Natural Science Education Indigenous Knowledge and Sustainable Development in Rural and Urban Schools in Kenya

Critical questions can be raised regarding the entanglement of indigenous and ... (2010) question the lack of cultural orientation of education in science, ...

Natural Science Education  Indigenous Knowledge  and Sustainable Development in Rural and Urban Schools in Kenya

Author: Darren M. O’Hern

Publisher: Springer

ISBN: 9462095426

Page: 162

View: 306

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere. “In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colonialism and globalization, this volume points out possibilities and challenges to achieve such an education. The authors propose a critical, postcolonial approach that acknowledges the contextual and situational production of all knowledge, and that de-dichotomizes indigenous from ‘Western’ scientific knowledge.” Eric (Rico) Gutstein, Professor, Curriculum and Instruction, University of Illinois at Chicago (USA)

STEM Education

These online settings were rich in science talk and were cooperative and ... Engaging, productive questions (Eltsgeest, 2001) are key to launching learners ...

STEM Education

Author: Information Resources Management Association

Publisher: IGI Global

ISBN: 1466673648

Page: 1800

View: 195

"This reference brings together an impressive array of research on the development of Science, Technology, Engineering, and Mathematics curricula at all educational levels"--Provided by publisher.

Deeper Learning Dialogic Learning and Critical Thinking

Journal of Science Education and Technology, 23(1), 1–14. Barak, M. (2017a). ... AugmentedWorld: Facilitating the creation of location-based questions.

Deeper Learning  Dialogic Learning  and Critical Thinking

Author: Emmanuel Manalo

Publisher: Routledge

ISBN: 100062742X

Page: 364

View: 858

Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers’ work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students’ capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life.

NASA s Science Activation Program

... of Behavioral and Social Sciences and Education, Board on Science Education, ... A few critical questions emerge: How is SciAct designed, structured, ...

NASA s Science Activation Program

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

ISBN: 0309497345

Page: 158

View: 519

The National Aeronautics and Space Administration (NASA) is one of the United States' leading federal science, technology, engineering, and mathematics (STEM) agencies and plays an important role in the landscape of STEM education. In 2015, NASA's Science Mission Directorate (SMD) created the Science Activation (SciAct) program to increase the overall coherence of SMD's education efforts, to support more effective, sustainable, and efficient use of SMD science discoveries for education, and to enable NASA scientists and engineers to engage more effectively and efficiently in the STEM learning environment with learners of all ages. SciAct is now transitioning into its second round of funding, and it is beneficial to review the program's portfolio and identify opportunities for improvement. NASA's Science Activation Program: Achievements and Opportunities assesses SciAct's efforts towards meeting its goals. The key objectives of SciAct are to enable STEM education, improve U.S. scientific literacy, advance national education goals, and leverage efforts through partnerships. This report describes and assesses the history, current status, and vision of the program and its projects. It also provides recommendations to enhance NASA's efforts through the SciAct program.

Moral Education for Social Justice

“So, where STEM had initially been neutral and axiomatic, the students began to ask more critical questions by applying the tools of rhetorical analysis to ...

Moral Education for Social Justice

Author: Larry Nucci

Publisher: Teachers College Press

ISBN: 0807779717

Page:

View: 996

The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes proven-effective lessons that promote academic learning and moral growth for the early grades through adolescence. The text also incorporates recent work with social-emotional learning and restorative justice to nurture students’ ethical awareness and disrupt the school-to-prison pipeline. Book Features: Guidance to help teachers move from classroom moral discourse to engage students in community action. Age-specific lesson plans developed with classroom teachers for integration with regular academic curricula.Detailed overview of moral growth with examples of student reasoning.Connections between moral development and critical pedagogy.Connections between moral development and digital literacy.Connections among classroom management, school rules, restorative justice, and students’ social development.Insights drawn from research conducted within the Oakland Public School system.