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Critical Questions in STEM Education

  • Book
  • © 2020

Overview

Editors:
  1. Valarie L. Akerson

    1. Curriculum & Instruction, Indiana University, Bloomington, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Gayle A. Buck

    1. Curriculum & Instruction, Indiana University, Bloomington, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Shares a philosophical and practical emphasis on STEM as a discipline and STEM education
  • Provides a resource and overview for all STEM educators and researchers
  • Incorporates current research in STEM education and provides a discussion of themes identified in the research

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 51)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Nature of the STEM Disciplines

    1. Front Matter

      Pages 1-1
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    2. Nature of Scientific Knowledge and Scientific Inquiry

      • Norman G. Lederman, Judith Lederman
      Pages 3-20

    3. The Nature of Technology

      • Theresa A. Cullen, Meize Guo
      Pages 21-32

    4. Toward Defining Nature of Engineering in the Next Generation Science Standards Era

      • Hasan Deniz, Ezgi Yesilyurt, Steven J. Newman, Erdogan Kaya
      Pages 33-44

    5. The Nature of Mathematics and Its Impact on K-12 Education

      • Rick A. Hudson, Mark A. Creager, Angela Burgess, Alex Gerber
      Pages 45-57

  4. Critical Questions in STEM

    1. Front Matter

      Pages 165-165
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    2. Public Portrayals of Indiana STEM Certified Schools

      • Steven Newman, Taukir Kahn, Meize Guo, Alex Gerber, Angela Burgess, Valarie L. Akerson
      Pages 167-184

    3. Current Praxis and Conceptualization of STEM Education: A Call for Greater Clarity in Integrated Curriculum Development

      • Christopher M. Sgro, Trisha Bobowski, Alandeom W. Oliveira
      Pages 185-210

    4. Future Elementary Teachers’ Perspectives on the Importance of STEM

      • Lauren Madden, James E. R. Beyers, Nicole Stanton
      Pages 211-225

    5. Switching Lanes or Exiting? STEM Experiences, Perceptions, and Identity Construction Among College STEM Switchers

      • Youngjin Song, Ann Y. Kim, Lisa M. Martin-Hansen, Elaine Villanueva Bernal
      Pages 227-249

  5. Back Matter

    Pages 251-260
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Keywords

About this book

This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education. It offers a view of STEM from the disciplines that comprise it, while adhering to the idea that STEM itself is an interdisciplinary treatment of all the associated disciplines in a meaningful way. This book raises and answers questions regarding the meaning of STEM education and research.

This volume is divided into three sections: the first one describes the nature of the component disciplines of STEM. The next section presents work from leaders representing all STEM disciplines and deals with aspects such as K-12 and post-secondary education. The last section draws conclusions regarding the natures of the disciplines, challenges and advantages of STEM education in terms of theoretical and practical implications. The two final chapters compile arguments from the research chapters, describing themes in research results,and making recommendations for best STEM education practice, and examining areas for future research in STEM education.

Editors and Affiliations

  • Curriculum & Instruction, Indiana University, Bloomington, USA

    Valarie L. Akerson, Gayle A. Buck

About the editors

Valarie L Akerson is a Professor of Science Education at Indiana University, and a former elementary teacher. Her research focuses on preservice and inservice elementary teachers’ ideas about Nature of Science, as well as their teaching practices. She is a Past-President of the Association for Science Teacher Education and a Past-President for NARST: A worldwide organization for improving science teaching and learning through research.

Gayle Buck is an Associate Dean for Research, Development & Innovation, as well as a Professor of Science Education. Previously a middle level science teacher in both urban and rural schools, Professor Buck now teaches courses in science, STEM education and teacher education. Her research explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions in teaching and learning, and 3) pragmatic and participatory approaches to educational research.

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