Critical, Transdisciplinary and Embodied Approaches in STEM Education

1. Auflage 2019
ISBN: 978-3-030-29488-5
Verlag: Springer International Publishing

Buch, Englisch, 366 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 746 g

Reihe: Advances in STEM Education

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.

Zielgruppe

Research

Autoren/Hrsg.

Sengupta, Pratim

Kim, Beaumie

Shanahan, Marie-Claire

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Re-Imagining STEM Education: Critical, Transdisciplinary and Embodied Approaches.- Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies.- Towards a Production Pedagogy Model for Critical Science and Technology Interventions.- Imagining the sustainable future through the construction of fantasy worlds.- Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China.- Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens.- Getting beyond functional rationality in the kid coding movement: An agenda for the Learning Sciences.- Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom.- Development of a CDIO Framework for Elementary Computational Thinking.- Playfully Coding Science: Views from Preservice Science Teacher Education.- Rethinking bodies of learners through STEM education.- Supporting complex multimodal expression around representations of data: Experience matters.- Facilitating enactment in STEM teacher education within and across learning spaces.- Narrative co-construction of stances towards engineers’ work in socio-technical contexts.- Moving beyond the singular: A deconstruction of educational opportunity in science through the lens of multiples in an era marked by globalization and neoliberalism.- Critical-transdisciplinary STEM: A critical numeracy approach to STEM praxis, Urban Environments and Education Research Coven.- Queering Virtual Reality: A Prolegomenon.- Decolonizing complexity education: A Mayan perspective.- Engaging with complexities and imaging possibilities across the boundaries of STEM.

Über Autor(innen)

Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.