Overview
- Highlights new theoretical, pedagogical and technological advances in STEM education
- Includes comprehensive design guidelines for STEM integration
- Offers global, pan-continental perspectives on STEM and STEAM education
- Brings together perspectives from critical theory, embodied cognition, educational computing and design of learning environments in the context of STEM education
Part of the book series: Advances in STEM Education (ASTEME)
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Table of contents (19 chapters)
-
Introduction
-
Transdisciplinary Approaches in STEM Education (Theme 1)
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Bodies, Hegemony and Decolonization in STEM Education (Theme 2)
Keywords
- Transdisciplinarity in STEM education
- Embodiment in STEM education
- Integrated STEM in initial teacher education
- Epistemic fluency
- A constructionist model for critical interventions
- Preservice teachers’ perceptions of STEAM education
- Attitudes towards STEAM disciplines in China
- Computational literacy in the elementary science classroom
- Collaborative agent-based disciplinarily-integrated games
- Functional rationality
- Kid coding movement
- Publicness and STEM education
- Complex multimodal expression on representations of data
- Bodies, hegemony and decolonization in STEM education
- Learning spaces in STEM teacher education
- Globalization & neoliberalism in STEM education
- A critical approach to STEM praxis
- Virtual reality to develop critical literacies of sex and gender
- Bridging indigenous & western perspectives on complex systems
About this book
Reviews
“This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action.” (Ernest Hughes, Computing Reviews, December 8, 2020)
“I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom.” (Peter Olszewski, MAA Reviews, September 13, 2020)
Editors and Affiliations
About the editors
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.
Bibliographic Information
Book Title: Critical, Transdisciplinary and Embodied Approaches in STEM Education
Editors: Pratim Sengupta, Marie-Claire Shanahan, Beaumie Kim
Series Title: Advances in STEM Education
DOI: https://doi.org/10.1007/978-3-030-29489-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-29488-5Published: 19 December 2019
Softcover ISBN: 978-3-030-29491-5Published: 13 January 2021
eBook ISBN: 978-3-030-29489-2Published: 16 December 2019
Series ISSN: 2520-8616
Series E-ISSN: 2520-8624
Edition Number: 1
Number of Pages: XIX, 366
Number of Illustrations: 17 b/w illustrations, 46 illustrations in colour
Topics: Science Education, Mathematics Education, Educational Technology, Computers and Education