Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues
2
조회
0
다운로드
49
인용
0
참고문헌
키워드
초록
Integrative STEM (Science, Technology, Engineering & Mathematics) education has been a recurring idea in American education over the past half-century. The purpose of this study is to identify contemporary trends and issues relating to integrative STEM education, using examples such as the selected historical precedents, STEM Education reform literature, the national and state STEM education standards movement, and STEM education curriculum efforts. Design-based pedagogy and engineering concepts in the K-12 education movement are also discussed as key issues of integrative STEM education. Moreover, this study describes the background and practices developed by the Integrative STEM Education program at Virginia Polytechnic Institute & State University(Virginia Tech), which launched the first STEM education graduate program in the U.S. focusing on integrative approaches to STEM education. This study is based on a systematic review of the relevant literature and a narrative of unique educational practices regarding integrative STEM education. Several general trends and issues are addressed. First, the idea of teaching mathematics and science principles and processes in the context of engineering design/problem solving is not altogether new in K-12 education. Napoleon's School for Industry, Calvin Woodward's use of model-building to improve mathematics teaching and learning, and John Dewey's educational philosophy stressing experiential learning in real-world setting. Second, STEM educational reform documents and national and state educational standards of science, technology, and mathematics explicitly recommend integrative approaches to STEM education. Third, STEM education curriculum developers have been developing and testing integrative STEM curriculum materials over the past two decades. Lastly, this study sought to describe the practical efforts of defining integrative STEM education and its many attributes, launching an integrative STEM education graduate program, and other integrative STEM education-related activities. This paper concludes with a discussion of the implementations of the findings presented and recommendations relating to continued implementation and research on integrative STEM Education practices. Research to develop sufficiently robust integrative models should be implemented in the context of integrative STEM teacher' preparation, and assessments of student cognitive and affective learning outcomes, such as achievement, interest, and motivation.
Abstract
Integrative STEM (Science, Technology, Engineering & Mathematics) education has been a recurring idea in American education over the past half-century. The purpose of this study is to identify contemporary trends and issues relating to integrative STEM education, using examples such as the selected historical precedents, STEM Education reform literature, the national and state STEM education standards movement, and STEM education curriculum efforts. Design-based pedagogy and engineering concepts in the K-12 education movement are also discussed as key issues of integrative STEM education. Moreover, this study describes the background and practices developed by the Integrative STEM Education program at Virginia Polytechnic Institute & State University(Virginia Tech), which launched the first STEM education graduate program in the U.S. focusing on integrative approaches to STEM education. This study is based on a systematic review of the relevant literature and a narrative of unique educational practices regarding integrative STEM education. Several general trends and issues are addressed. First, the idea of teaching mathematics and science principles and processes in the context of engineering design/problem solving is not altogether new in K-12 education. Napoleon's School for Industry, Calvin Woodward's use of model-building to improve mathematics teaching and learning, and John Dewey's educational philosophy stressing experiential learning in real-world setting. Second, STEM educational reform documents and national and state educational standards of science, technology, and mathematics explicitly recommend integrative approaches to STEM education. Third, STEM education curriculum developers have been developing and testing integrative STEM curriculum materials over the past two decades. Lastly, this study sought to describe the practical efforts of defining integrative STEM education and its many attributes, launching an integrative STEM education graduate program, and other integrative STEM education-related activities. This paper concludes with a discussion of the implementations of the findings presented and recommendations relating to continued implementation and research on integrative STEM Education practices. Research to develop sufficiently robust integrative models should be implemented in the context of integrative STEM teacher' preparation, and assessments of student cognitive and affective learning outcomes, such as achievement, interest, and motivation.
참고문헌 (44)
- AmericanAssociationfortheAdvancementofScience, "Sciencefor allAmericans." (1989), Author
- AmericanAssociationfortheAdvancementofScience, "Benchmarks forscienceliteracy:Project2061" (1993), Author
- Benenson,G., "TheUnrealizedpotentialofeverydaytechnologyasa contextforlearning", JournalofResearch in Science Teaching, 38(7), pp.730~745 (2001)
- Bennett,C.A, "History ofmanualand industrialeducation up to 1870" (1937), ManualArtsPress
- Berlin,D.F, "Integrating science and mathematics education: Historicalanalysis", SchoolScienceand Mathematics, 105(1), pp.15~24 (2005)
- Bransford,J.D, "How people learn: Brain,mind,experience,and school" (1999), NationalAcademyPress
- Bruning,R.H, "Cognitivepsychologyandinstruction" (2004), Pearson
- Brusic,S.A., "Mission21:Teacher’sresourcebook grades5-6" (1992), Delmar
- Cutliffe,S.H., "Ideas,machines,andvalues:IntroductiontoScience, Technology,andSocietyStudies" (2000), Rowman& Littlefield
- DeBoer,G, ").A history ofideasin science education" (1991), TeacherCollegePress
- Dewey,J, "Democracy and education" (1916), The Macmillan Company
- 크라직, "Design-based science and student learning", JOURNAL OF RESEARCH IN SCIENCE TEACHING, 41(10), pp.1081~1110, JOHN WILEY SONS INC
- Friedman,T.L, "The world is flat.A briefhistory ofthe 21st century" (2005), Farrar,Straus& Giroux
- Herschbach,D.R, "Whatispastisprologue: Industrialartsand technologyeducation", JournalofTechnologyStudies, 22(1), pp.28~39 (1996)
- Hoffman,L., "Developmentofstudents’interestinphysicsinrelation to characteristics of instruction and out-of-school conditions", Paper presented at the Annual Meeting of theAERA (1989)
- Hutchinson, P, "Children Designing & Engineering: Contextual learning unitsin primary design and technology", JournalofIndustrial TeacherEducation, 39(3), pp.122~145 (2002)
- InternationalTechnology Education Association, "Technology forall Americans: A rationale and structure for the study of technology" (1996), Author
- International Technology Education Association, "Standards for technologicalliteracy:Contentforthestudyoftechnology" (2000), Author
- LaPorte, J, "Technology, science, mathematics integration, In Foundationsoftechnology education Yearbook #44 ofthecouncilon technology teachereducation", pp.1995, Glencoe
- LaPorte,J.E, "Technology,science,mathematics connectionactivities", pp.1996, Glencoe
- LaPorte,J.E, "Engineering& designapplications", pp.2008, Glencoe
- Maley,D, "Research and experimentation in thejuniorhigh school. TheIndustrialArtsTeacher, In Selected readingsin industrialarts", pp.258~266 (1963), McKnight& McKnight
- Mehalik,M.M, "Middle-schoolscience through design-based learning versus scripted inquiry: Better overall scienceconceptlearningandequitygapreduction", JournalofEngineering Education, 97(1), pp.71~85 (2008)
- NationalCommissiononExcellenceinEducation, "Nationatrisk: Theimperativeforeducationalreform" (1983), Author
- NCTM, "Principles and standards forschoolmathematics" (2000), Author
- NCTM, "Curriculum andevaluationstandardsforschoolmathematics" (1989), Author
- NationalResearch Council, "Nationalscience education standards" (1996), NationalAcademyPress
- "ScienceEducationFramework" (2010)[URL]
- New York StateEducation Department, "Principlesofengineering: AnMST approachtotechnologyeducation" (1995), Author
- New York State Education Department, "Learning standards for mathematics,science,andtechnology" (1996), Author
- Pannabecker,J.R., "Integratingtechnology,science,andmathematics at Napoleon’s schoolfor industry,1906-1815", Journalof Technology Education, 14(1), pp.51~64 (2002)
- Pearson,G, "Technicallyspeaking:Whyall Americans need to know more about technology" (2002), NationalAcademyPress
- Roth,W-M., "LearningSciencethroughtechnologicaldesign", Journal ofResearchinScienceTeaching, 38(7), pp.768~790 (1991)
- Roth, W-M, "Problem-centered learning for the integration of mathematicsand sciencein a constructivistlaboratory: A case study", SchoolScience& Mathematics, 93(3), pp.13~122 (1993)
- Sanders,M, "A rationalefornew approachestoSTEM education and STEM education graduateprograms", the 93rd MississippiValley Technology TeacherEducation Conference (2006)
- Sanders,M, "STEM graduateeducation", research collaboratory, 2005, ~
- "IntegrativeSTEM educationdefinition" (2006)[URL]
- Sanders,M.E, "Integrating technology education acrossthecurriculum" (2000), A monograph oftheInternational TechnologyEducationAssociation
- Savage,E, "A conceptualframework for technology education" (1990), InternationalTechnology Education Association
- Scarborough,J.D, "Phys-Ma-Tech: An integrated partnership", JournalofTechnologyEducation, 5(2), pp.31~39 (1994)
- Supovitz,J, "Theeffectsofprofessionaldevelopment onscienceteachingpracticesandclassroom culture", JournalofResearch inScienceTeaching, 37(9), pp.963~980 (2000)
- Todd,R.D, "The teaching and learning environment: Designing instructionviathetechnologicalmethod", TheTechnologyTeacher, 50(3), pp.3~7 (1990)
- Todd, R, "Design and technology yields a new paradigm for elementaryschooling", JournalofTechnologyStudies, 25(2) (1999)
- "Science & technology education brochure" (2001)[URL]