By Xun Ge, Dirk Ifenthaler, J. Michael Spector (eds.)
This theory-to-practice advisor bargains modern principles for wide-scale curriculum reform in sciences, expertise, engineering, the humanities, and mathematics--the STEAM matters. Chapters emphasize the serious significance of present and rising electronic applied sciences in bringing STEM schooling on top of things and enforcing alterations to curricula on the school room point. Of specific curiosity are the various methods of integrating the liberal arts into STEM path content material in at the same time reshaping humanities schooling and medical schooling. This framework and its many instructive examples are geared to make sure that either educators and scholars can turn into cutting edge thinkers and potent problem-solvers in a knowledge-based society.
Included within the coverage:
- Reconceptualizing a school technological know-how studying event within the new electronic era.
- Using cellular units to help formal, casual, and semi-formal learning.
- Change of attitudes, self-concept, and staff dynamics in engineering education.
- The language arts as foundational for technology, know-how, engineering, paintings, and mathematics.
- Can K-12 math lecturers teach scholars to make legitimate logical reasoning?
- Moving ahead with STEAM schooling research.
Emerging applied sciences for STEAM Education equips educators, schooling researchers, directors, and schooling policymakers with curricular and pedagogical ideas for making STEAM schooling the bedrock of available, suitable studying according to latest electronic advances.
Read or Download Emerging Technologies for STEAM Education: Full STEAM Ahead PDF
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Extra info for Emerging Technologies for STEAM Education: Full STEAM Ahead
Middle Schoolers Out to Save the World (MSOSW) project activities match the criteria for fostering active, deep learning. The overarching goal of MSOSW is to incubate interests and knowledge about STEM majors and careers by using a problem-based active learning approach. , 2007; Bevan & Semper, 2006; Crane, Nicholson, Chen & Bitgood, 1994; Douglas, 2006; Glock, Meyer & Wertz, 1999). Inquiry-based learning has been strongly encouraged by most science educators because students are provided with opportunities to ask questions, explore, plan, and most importantly, construct new knowledge and reflect on their learning (Chen & Howard, 2010).
This STEM to STEAM project incorporated the characteristics of active learning with emphasis on authentic solving of real world problems, integration of subject matters including the arts and collaboration with others. esearch Findings from Curriculum Projects that Succeed R in These Active and Deep Learning Approaches Research studies aimed at comparing active, problem-based learning strategies to traditional teaching methods have shown positive impacts on student conceptual development as well as student attitudes when using the more active learning models.
Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 3–14. Davis, K. S. (2002). Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3–30. Dede, C. (2006). Scaling up: Evolving innovations beyond ideal settings to challenging contexts of practice. In R. K. 551–556). New York: Cambridge University Press. Dede, C. (2010). Technological supports for acquiring 21st century skills. In E.
Emerging Technologies for STEAM Education: Full STEAM Ahead by Xun Ge, Dirk Ifenthaler, J. Michael Spector (eds.)
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