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Modeling in STEM

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Scientific Inquiry in Mathematics - Theory and Practice

Abstract

Knowledge in sciences is traditionally derived inductively, whereas in mathematics and engineering it is derived deductively. One of the purposes of STEM projects is to blend science with mathematics and engineering into a coherent learning experience. While this book is an attempt to develop and put in practice a theoretical framework for exercising multidisciplinary STEM learning experiences, a need to discuss a strategy that would link all learning methods of the component STEM subjects emerged. Research shows that modeling is the most common approach exercised in all of these disciplines. However, the phases of modeling in mathematics might not parallel with the phases of modeling in science. To design a learning environment that would support multidisciplinary learning, a need for a modeling cycle that would integrate the features of all types of STEM modeling appeared as a necessary step before the multidisciplinary projects could be designed. The purpose of this chapter is to synthesize the characteristic features of currently applied modeling cycles in each of the STEM disciplines and select these features that can support STEM learning objectives exemplified in this book.

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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). Modeling in STEM. In: Scientific Inquiry in Mathematics - Theory and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-89524-6_4

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  • DOI: https://doi.org/10.1007/978-3-319-89524-6_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-89523-9

  • Online ISBN: 978-3-319-89524-6

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