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Scientific Inquiry in Mathematics - Theory and Practice pp 3–9Cite as

STEM Education: A Platform for Multidisciplinary Learning

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Abstract

This chapter summarizes general purposes, the learning settings, and the outcomes of using the STEM as a platform for multidisciplinary learning. By encompassing several disciplines, mathematics, physics, chemistry, biology, technology, and engineering, exercising STEM activities posit specific challenges. These challenges are especially visible in high school where students learn contents of STEM subjects in uncorrelated manners. While exercising multidisciplinary STEM activities during extra designed instructional units would be the most efficient, this approach might be problematic to put in practice. Therefore, alternative routes of exercising STEM learning experiences are sought. In this chapter, a framework for an alternative route is suggested and its general theoretical underpinnings discussed. Attention is given to research findings on ways of exercising scientific inquiry and mathematical reasoning in STEM practice. These ideas will also be further discussed in the next chapters.

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Authors and Affiliations

  1. Division of Mathematics and Science, Lone Star College, Tomball, TX, USA

    Andrzej Sokolowski

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  1. Andrzej Sokolowski
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Sokolowski, A. (2018). STEM Education: A Platform for Multidisciplinary Learning. In: Scientific Inquiry in Mathematics - Theory and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-89524-6_1

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  • DOI: https://doi.org/10.1007/978-3-319-89524-6_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-89523-9

  • Online ISBN: 978-3-319-89524-6

  • eBook Packages: EducationEducation (R0)

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