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Reconceptualizing STEM Education: The Central Role of Practices book cover

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

364 Pages 35 B/W Illustrations
by Routledge
Also available as eBook on:
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... Read more

CONTENTS

  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

  2. Thinking about a System and Systems Thinking in Engineering

    3. Thomas A. Litzinger

  3. Diagnostic Instruction: Toward an Integrated System for Classroom Assessment

    4. Jim Minstrell, Ruth Anderson, and Min Li

  4. Response 1: Systems Thinking as a Design Problem

    5. Marcela Borge

  5. Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems

    6. William R. Penuel

    Theme 2: Model-Based Reasoning

  6. Modeling Authentic STEM Research: A Systems Thinking Perspective

    7. Annmarie R. Ward

  7. Meeting the Standards for STEM Educations: Individual and National Needs

    8. Spencer A. Benson

  8. Response 1: Model-Based Reasoning in Professional Development

    9. Hilda Borko

  9. Response 2: "Where is the line?"

    10. Brian P. Coppola

    Theme 3: Quantitative Reasoning

  10. Quantitative Reasoning in Mathematics Education: Directions in Research and Practice

    11. Heather Lynn Johnson

  11. Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning

    12. Anthony J. Petrosino

  12. Response 1: Quantitative Reasoning in STEM Disciplines

    13. Robert Mayes

  13. Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability

    14. Rose Mary Zbiek

    Theme 4: Equity, Epistemic, and Ethical Outcomes

  14. Educational and Ethical Dilemmas for STEM Education in Pennsylvania’s Marcellus Shale Gasfield Communities

    15. Catharine Biddle & Kai A. Schafft

  15. Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge

    16. Jonathan Osborne

  16. Response 1: Views from Above and Below: Access to Science Education

    17. Nancy Brickhouse

  17. Response 2: The Values of Science Literacy

    18. Nancy Tuana

    Theme 5: STEM Communication and Policy Outreach

  18. Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments

    19. Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen

  19. New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World

    20. Jean Moon

  20. Response 1: School-System Contexts for Professional Development

    21. Edward J. Fuller

  21. Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation

    22. Drew H. Gitomer

    Reflections and Summary

  22. Reflections on the Waterbury Summit: STEAM And Systems Thinking

    23. Stephanie E. Vasko

  23. Summary: Driving Change Forward

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

　

About the Authors

Waterbury Summit Participants

Biography

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.

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