1st Edition

Reconceptualizing STEM Education The Central Role of Practices

Edited By Richard A. Duschl, Amber S. Bismack Copyright 2016
    364 Pages 35 B/W Illustrations
    by Routledge

    364 Pages 35 B/W Illustrations
    by Routledge

    Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website < http://waterbury.psu.edu/summit/> highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.


    1. Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas
    2. Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer

      Theme 1: Systems Thinking

    3. Thinking about a System and Systems Thinking in Engineering
    4. Thomas A. Litzinger

    5. Diagnostic Instruction: Toward an Integrated System for Classroom Assessment
    6. Jim Minstrell, Ruth Anderson, and Min Li

    7. Response 1: Systems Thinking as a Design Problem
    8. Marcela Borge

    9. Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems
    10. William R. Penuel

      Theme 2: Model-Based Reasoning

    11. Modeling Authentic STEM Research: A Systems Thinking Perspective
    12. Annmarie R. Ward

    13. Meeting the Standards for STEM Educations: Individual and National Needs
    14. Spencer A. Benson

    15. Response 1: Model-Based Reasoning in Professional Development
    16. Hilda Borko

    17. Response 2: "Where is the line?"
    18. Brian P. Coppola

      Theme 3: Quantitative Reasoning

    19. Quantitative Reasoning in Mathematics Education: Directions in Research and Practice
    20. Heather Lynn Johnson

    21. Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning
    22. Anthony J. Petrosino

    23. Response 1: Quantitative Reasoning in STEM Disciplines
    24. Robert Mayes

    25. Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability
    26. Rose Mary Zbiek

      Theme 4: Equity, Epistemic, and Ethical Outcomes

    27. Educational and Ethical Dilemmas for STEM Education in Pennsylvania’s Marcellus Shale Gasfield Communities
    28. Catharine Biddle & Kai A. Schafft

    29. Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge
    30. Jonathan Osborne

    31. Response 1: Views from Above and Below: Access to Science Education
    32. Nancy Brickhouse

    33. Response 2: The Values of Science Literacy
    34. Nancy Tuana

      Theme 5: STEM Communication and Policy Outreach

    35. Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments
    36. Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen

    37. New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World
    38. Jean Moon

    39. Response 1: School-System Contexts for Professional Development
    40. Edward J. Fuller

    41. Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation
    42. Drew H. Gitomer

      Reflections and Summary

    43. Reflections on the Waterbury Summit: STEAM And Systems Thinking
    44. Stephanie E. Vasko

    45. Summary: Driving Change Forward

    Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl


    About the Authors

    Waterbury Summit Participants


    Richard A. Duschl is the Kenneth B. Waterbury Chaired Professor in Secondary Education, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, USA.


    Amber S. Bismack is a Ph.D. student, Department of Educational Studies (Science Education), School of Education, The University of Michigan, USA.