Titlebook: Education in the 21st Century; STEM, Creativity and Amanda Berry,Cathy Buntting,Alister Jones Book 2021 The Editor(s) (if applicable) and T

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The Role of Atopy in Working Life and . in relation to evidence and arguments. In translating these concepts of creativity, critical thinking and STEM into practical realities, teachers need to consider the contexts in which they operate and look for opportunities and manage the risks that will arise. Such translations and consider

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Moduli, Viscosities and Susceptibilities, these factors. We start by making the case that obesity is more than just a biological problem. A critical understanding of obesity demands thinking across disciplines. Then, we expound on our course structure and pedagogy. This is followed by a report on students’ learning outcomes (n = 114) in te

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Exploring STEM Learning in Primary Classrooms: In Support of Social Justice Agendas, considering how students might become change agents who are sources of authoritative knowledge relevant to their community. Overall, this chapter illuminates some of the challenges and opportunities of STEM education for primary school teachers and students when the focus is on how it can support a

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STEM, Creativity and Critical Thinking: How Do Teachers Address Multiple Learning Demands?, and . in relation to evidence and arguments. In translating these concepts of creativity, critical thinking and STEM into practical realities, teachers need to consider the contexts in which they operate and look for opportunities and manage the risks that will arise. Such translations and consider

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Stimulating Creativity and Critical Thinking in Integrated STEM Education: The Contribution of Out-mples of integrated STEM learning are analysed in terms of the OECD dimensions of creativity and critical thinking – inquiring, imagining, doing, reflecting – to illustrate how guiding students to interact with local, place-based, or community issues can benefit not only their creativity and critica

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Critical Thinking Across Disciplines in University General Education: Obesity as a Socioscientific these factors. We start by making the case that obesity is more than just a biological problem. A critical understanding of obesity demands thinking across disciplines. Then, we expound on our course structure and pedagogy. This is followed by a report on students’ learning outcomes (n = 114) in te