Disciplinary and Interdisciplinary Education in STEM Changes and Innovations /

Disciplinary and Interdisciplinary Education in STEM Changes and Innovations /

Dades bibliogràfiques
Autor corporatiu: SpringerLink (Online service)
Altres autors: Li, Yeping (Editor), Zeng, Zheng (Editor), Song, Naiqing (Editor)
Sumari:XII, 346 p. 1 illus.
text
Idioma:anglès
Publicat: Cham : Springer Nature Switzerland : Imprint: Springer, 2024.
Edició:1st ed. 2024.
Col·lecció:Advances in STEM Education,
Matèries:
Science > Study and teaching.
Technical education.
Mathematics > Study and teaching .
Science Education.
Engineering and Technology Education.
Mathematics Education.
Accés en línia:https://doi.org/10.1007/978-3-031-52924-5
Format: Electrònic Llibre
Taula de continguts:
  • Chapter 1. Changes and Innovations in Disciplinary and Interdisciplinary Education in STEM: Multiple Perspectives and Approaches
  • Chapter 2. Mathematics and STEM: Preparing Students for Their Future
  • Chapter 3. Promoting Effective Interactions between Mathematics and Science: Challenges of Learning through Interdisciplinarity
  • Chapter 4. The Power of Convergence: STEM Education in the Era of Artificial Intelligence (4)
  • Chapter 5. Construction and Practice of STEM Education System for Primary and Secondary Schools
  • Chapter 6. A Systematic Literature Review of the Empirical Studies on STEAM Education in Korea: 2011-2019
  • Chapter 6. Designing for Epistemic Development
  • Chapter 7. Designing with Mathematics in Fifth-Grade STEM Education
  • Chapter 8. Using an Alternative Conceptualization of STEM to Design an Engineering and Mathematics Instructional Sequence
  • Chapter 9. Learning by Solving Environmental Problems: Primary Students’ Experiences of E-STEM Activities
  • Chapter 10.Connecting Mathematics and Science in an Elementary STEM Curriculum
  • Chapter 11. Broadening STEAM Education through Cross-Curricular Collaboration: The Case of Argumentation in Science and Religious Education
  • Chapter 12. Creating New STEM Opportunities in Schools: Teachers as Curriculum Designers
  • Chapter 13. Teacher Factors Contributing to an Innovative Hong Kong School-Based Experience of STEM Curriculum Design via Teacher Agency Perspectives
  • Chapter 14. Mathematics as a Central Focus in STEM – Theoretical and Practical Insights from a Special Study Program within Pre-service (Prospective) Teacher Education.

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