Titlebook: STEM Education Across the Learning Continuum; Early Childhood to S Amy MacDonald,Lena Danaia,Steve Murphy Book 2020 Springer Nature Singapo

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Nigel Calder,Carol Murphy,Nasser Mansour,Abdullah Abu-Tinehshed and highly-cited articles are updated with new researchThis book arose from the need to develop accessible research-based case study material which addresses contemporary issues and problems in the rapidly evolving field of human ecology. Academic, political, and, indeed, public interest in the

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Steve Murphy evolving field of human ecology. Academic, political, and, indeed, public interest in the environmental sciences is on the rise. This is no doubt spurred by media coverage of climate change and global warming and attendant natural disasters such as unusual drought and flood conditions, toxic dust s

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Sustaining STEM: A Framework for Effective STEM Education Across the Learning Continuum,urality, socioeconomic status and cultural diversity. The chapter draws upon the available research evidence to present an informed and critical stance in relation to each of these elements of STEM education.

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Mathematical Signs and Their Cultural Transmission in Pretend Play,adults and children transmit cultural knowledge. The findings show the potential of rich pretend play for learning including peer-to-peer ., highlighting the importance of an effective early learning culture and underscoring the extent to which social learning is paramount for mathematics.

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Threshold Concepts in Primary School Maths and Science: An Investigation of Some Underlying Ideas ocation of threshold concepts is important for the research community, for educational designers and for teachers as explicit attention to the concepts may help to address the misconceptions that often lie at the heart of the troublesomeness of concepts encountered in higher education.

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Sustaining STEM: A Framework for Effective STEM Education Across the Learning Continuum,k represents three key interacting components: 1. Knowledge: the nature of STEM knowing and knowledge (for example, accessing STEM knowledge, dealing with uncertainty), rather than what should be known; 2. Skills: transdisciplinary skills beyond those of the individual STEM disciplines (for example,