Abstract
Modelling is a central aspect of the research process in science, technology, engineering, and mathematics (STEM), which occurs in the cognitive context of an interactive balance between theory, experiment, and computation. The STEM learning processes should then also involve modelling in environments where there is a balanced interplay between theory, experiment, and computation. However, an adequate integration of computational themes in STEM high school and undergraduate university curricula remains to be achieved. In this chapter, we present an approach to embed computational modelling activities in the STEM learning processes which may be fruitfully adopted by curricula at secondary and introductory university levels, as well as be a valuable instrument for the professional development of teachers. To illustrate, we consider the example of physics.
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Work supported by Unidade de Investigação Educação e Desenvolvimento (UIED) and Fundação para a Ciência e a Tecnologia (FCT), Programa Compromisso com a Ciência, Ciência 2007.
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Neves, R.G., Silva, J.C., Teodoro, V.D. (2013). Integrating Computational Modelling in Science, Technology, Engineering and Mathematics Education. In: Damlamian, A., Rodrigues, J., Sträßer, R. (eds) Educational Interfaces between Mathematics and Industry. New ICMI Study Series, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-02270-3_38
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DOI: https://doi.org/10.1007/978-3-319-02270-3_38
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