Titlebook: Disciplinary and Interdisciplinary Education in STEM; Changes and Innovati Yeping Li,Zheng Zeng,Naiqing Song Book 2024 The Editor(s) (if ap

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Denis Besnard,Cristina Gacek,Cliff B. Jonesral tendency. Data analysis involved interviews, ethnographic analysis of classroom video capture, and student work samples. The analysis demonstrates the mutual reinforcement of mathematics and science ‘ideas in common’ and the teachers’ role in shaping student representational work. Challenges in

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Denis Besnard,Cristina Gacek,Cliff B. Jonesp STEM education in the era of AI focus on interdisciplinary teaching, sharing of quality resources, promotion of digital literacy, construction of digital platforms and the building of a new STEM education ecosystem. So, the demands generated in the era of AI can be truly met through the implementa

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Cristina Gacek,Rogério de Lemosment is the basic guarantee and evaluation is the orientation. These six elements interact with each other under different conditions and jointly promote the development of the STEM education system. In addition, based on our many years of practical research, suggestions are made for the structure a

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Ralph McKenzie,Matthew Valerioteive research methods and mainly target students with relatively small sample sizes ranging from 1 to 50. Second, research on teaching and learning in STEAM education and participants’ perceptions takes multidisciplinary approaches rather than interdisciplinary and transdisciplinary approaches. The r

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Ralph McKenzie,Matthew Valerioteility, a concept that is central in both mathematics and sciences. Students measured, visualized, and modeled variability across a number of carefully chosen contexts. Here we describe class interactions that reflect the transformations that occurred in both their understanding of variability and th

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https://doi.org/10.1007/3-540-32874-2s and angles. The design also utilizes the findings from a pre-implementation interview of select students from the classroom and existing knowledge of students’ conceptions of parallel lines, angles and engineering thinking. This chapter provides a framework for teachers and instructional designers

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https://doi.org/10.1007/978-3-642-50971-1they do. Furthermore, both RE and STEAM are, by definition, interdisciplinary and lend themselves to synthesis of new perspectives. Argumentation defined as the justification of knowledge claims with evidence and reasons, has emerged as a significant educational goal, advocated in international curr