An accessible text that assumes no prior knowledge, this book is grounded in the realization that "STEM" and "STEM Education" have not yet evolved into fully coherent fields of study, and fills this gap by offering an original model and strategy for developing coherences in a way that both honors the integrity of each of STEM’s constituent disciplines and explores the ways they can amplify one another when used together to address complex contemporary issues. This book demonstrates how STEM can and should be understood as more than a collection of disciplines; it is a transdisciplinary, possibility-rich domain that is much more than the sum of its parts. Building on the actual work of scientists, engineers, and other professionals, the authors disrupt preconceptions about STEM domains, and provide the tools and evidence-based approaches to create new possibilities for all learners. Covering historical influences, theoretical frameworks, and current debates and challenges, this book positions teachers and students as agents of change. Each chapter features In Brief openers to introduce the topic; Opening Anecdotes to reflect the chapter’s key themes; Sidebars to put core principles in context; Consolidating Key Points activities to summarize and highlight important details; and Challenges to build upon and extend topics explored in the chapter from different angles.
Table of Contents
Chapter 1. STEM
Chapter 2. Learning
Chapter 3. Mathematics
Chapter 4. Technology
Chapter 5. Engineering
Chapter 6. Science
Chapter 7. STEM Education
Brent Davis is a Werklund Research Professor in the Werklund School of Education, University of Calgary, Canada.
Krista Francis is Assistant Professor of STEM Education in the Werklund School of Education at the University of Calgary, Canada.
Sharon Friesen is Professor of Mathematics Education in the Werklund School of Education at the University of Calgary, Canada.