Advancing Elementary and Middle School STEM Education

Autor/in	English, Lyn D.
Titel	Advancing Elementary and Middle School STEM Education
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017), S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9802-x
Schlagwörter	STEM Education; Elementary Education; Secondary Education; Middle Schools; Educational Attitudes; Program Implementation; Intellectual Disciplines; Equal Education; Access to Education; Art Education; Affordances; Integrated Activities; Engineering; Design + Suchen Sie Ihr Suchwort? STEM; Elementarunterricht; Sekundarbereich; Middle school; Mittelschule; Mittelstufenschule; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Geisteswissenschaften; Education; Access; Bildung; Zugang; Bildungszugang; Arts; Art in Education; Kunst; Erziehung; Integrierender Unterricht; Maschinenbau
Abstract	Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM) and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education, (b) approaches to STEM integration, (c) STEM discipline representation, (d) equity in access to STEM education and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modelling and engineering design presented as an example of how such learning affordances can be capitalized on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01