Critical, Transdisciplinary and Embodied Approaches in Stem Education

ISBN-13: 9783030294915 / Angielski / Miękka / 2021 / 366 str.

Pratim SenGupta; Marie-Claire Shanahan; Beaumie Kim

Recenzje

"This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action." (Ernest Hughes, Computing Reviews, December 8, 2020)

"I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom." (Peter Olszewski, MAA Reviews, September 13, 2020)

Spis treści

Section 1: Introduction

Chapter 1.              Re-Imagining STEM Education: Critical, Transdisciplinary and Embodied Approaches, Pratim Sengupta, Marie-Claire Shanahan, and Beaumie Kim, University of Calgary

Section 2: Transdisciplinary Approaches in STEM Education (Theme 1)

Chapter 2.             Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies, James P. Davis, Vinesh Chandra, and Alberto Bellocchi, Queensland University of Technology

Chapter 3.             Towards a Production Pedagogy Model for Critical Science and Technology Interventions, Gabriela Alonso-Yanez, University of Calgary, Kurt Thumlert, York University, Suzanne de Castell, University of Ontario Institute of Technology, and Jennifer Jenson, University of British Columbia

Chapter 4.             Imagining the sustainable future through the construction of fantasy worlds, Beaumie Kim, University of Calgary; Stefan Rasporich, Calgary Arts Academy; Diali Gupta, University of Calgary

Chapter 5.             Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China, Wenjing Li, Beijing Normal University and Feng-Kuang Chiang, Shanghai Normal University

Chapter 6.             Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens, Douglas Clark, University of Calgary, and Ashlyn Pearson, Vanderbilt University

Chapter 7.             Getting beyond functional rationality in the kid coding movement: An agenda for the Learning Sciences, Kevin O’Neil, Simon Fraser University

Chapter 8.             Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom, Amanda Dickes, Harvard University & Amy Farris, The Pennsylvania State University

Chapter 9.             Development of a CDIO Framework for Elementary Computational Thinking, Stephanie Hladik, Laleh Behjat, and Anders Nygren, University of Calgary

Chapter 10.        Playfully Coding Science: Views from Preservice Science Teacher Education, Pratim Sengupta, Beaumie Kim, and Marie-Claire Shanahan, University of Calgary

Section 3: Bodies, Hegemony and Decolonization in STEM Education (Theme 2)

Chapter 11.           Rethinking bodies of learners through STEM education, Miwa Aoki Takeuchi and Shima Dadkhahfard, University of Calgary

Chapter 12.        Supporting complex multimodal expression around representations of data: Experience matters, Victor Lee, Stanford University

Chapter 13.        Facilitating enactment in STEM teacher education within and across learning spaces, Janette Bobis, University of Sydney

Chapter 14.        Narrative co-construction of stances towards engineers’ work in socio-technical contexts, Ayush Gupta, Chandra Turpen, University of Maryland, College Park, Thomas Philip, University of California, Berkeley, and Andrew Elby, University of Maryland, College Park

Chapter 15.        Moving beyond the singular: A deconstruction of educational opportunity in science through the lens of multiples in an era marked by globalization and neoliberalism, Jrène Rahm, Université de Montréal

Chapter 16.        Critical-transdisciplinary STEM: A critical numeracy approach to STEM praxis, Urban Environments and Education Research Coven, featuring Atasi Das, Brooklyn College and Jennifer Adams, University of Calgary

Chapter 17.        Queering Virtual Reality: A Prolegomenon, Dylan Parè, Pratim Sengupta, University of Calgary, Scout Windsor, Wakebold, John Craig, University of Calgary, and Matthew Thompson, TELUS Spark Science Centre

Chapter 18.        Decolonizing complexity education: A Mayan perspective. Marilu Lam-Herrera, University of Calgary, Ixoqui Ajkem Council and Pratim Sengupta, University of Calgary

Section 4: Reflections

Chapter 19.        Engaging with complexities and imaging possibilities across the boundaries of STEM, Shakhnoza Kayumova, University of Massachusetts Dartmouth

O autorze

Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.

Blurb

Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.