Information Resources Management Association - K-12 STEM education : breakthroughs in research and practice

K-12 STEM Education:

Breakthroughs in Research and Practice

• Information Resources Management Association
  USA

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Library of Congress Cataloging-in-Publication Data

Names: Information Resources Management Association, editor.
Title: K-12 STEM education : breakthroughs in research and practice /
Information Resources Management Association, editor.
Description: Hershey PA : Information Science Reference, [2018]
Identifiers: LCCN 2017023179| ISBN 9781522538325 (hardcover) | ISBN
9781522538332 (ebook)
Subjects: LCSH: Science--Study and teaching. | Technology--Study and
teaching. | Engineering--Study and teaching. | Mathematics--Study and
teaching. | Educational technology.
Classification: LCC LB1585 .K23 2018 | DDC 372.35--dc23 LC record available at https://lccn.loc.gov/2017023179

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

Editor-in-Chief

Mehdi Khosrow-Pour, DBA

Information Resources Management Association, USA

Associate Editors

Steve Clarke, University of Hull, UK

Murray E. Jennex, San Diego State University, USA

Annie Becker, Florida Institute of Technology, USA

Ari-Veikko Anttiroiko, University of Tampere, Finland

Editorial Advisory Board

Sherif Kamel, American University in Cairo, Egypt

In Lee, Western Illinois University, USA

Jerzy Kisielnicki, Warsaw University, Poland

Amar Gupta, Arizona University, USA

Craig van Slyke, University of Central Florida, USA

John Wang, Montclair State University, USA

Vishanth Weerakkody, Brunel University, UK

The constantly changing landscape surrounding K-12 STEM Education makes it challenging for experts and practitioners to stay informed of the fields most up-to-date research. That is why IGI Global is pleased to offer this two-volume comprehensive reference collection that will empower students, researchers, and academicians with a strong understanding of these critical issues by providing both broad and detailed perspectives on cutting-edge theories and developments. This compilation is designed to act as a single reference source on conceptual, methodological, and technical aspects, as well as to provide insight into emerging trends and future opportunities within the discipline.

K-12 STEM Education: Breakthroughs in Research and Practice is organized into four sections that provide comprehensive coverage of important topics. The sections are:

• 1.Engineering Education.
• 2.Mathematics Education.
• 3.Science Education.
• 4.STEM General Topics.

The following paragraphs provide a summary of what to expect from this invaluable reference source:

Section 1, Engineering Education, opens this extensive reference source by highlighting the latest trends in research-informed teaching modules and engineering education programs. Through perspectives on circuit diagrams, the epiSTEMe project, and educational robotics, this section demonstrates the importance of instructing students on engineering advancements to promote student engagement. The presented research facilitates a better understanding of how engineering developments are shaping the modern classroom.

Section 2, Mathematics Education, includes chapters on emerging innovations for mathematics teacher education and the use of computers in mathematics. Including discussions on mathematics performance, Edwards integral learning, and the five stages of mathematics, this section presents research on the impact of using technology in mathematics education. This inclusive information assists in advancing current practices in mobile-assisted learning in mathematics.

Section 3, Science Education, presents coverage on cognitive engagement and computer-based science education. Through innovative discussions on DAST rubric, scientific literacy, and virtual laboratories, this section highlights the changing landscape of contemporary science education. These inclusive perspectives contribute to the available knowledge on learning optimization in primary and secondary classrooms.

Section 4, STEM General Topics, discusses coverage and research perspectives on STEM approaches for primary and secondary learning environments. Through analyses on STEM teacher education, curriculum standards, and problem-based learning, this section contains pivotal information on the latest curriculum developments in contemporary classrooms. The presented research facilitates a comprehensive understanding of integrating STEM into K-12 education.

Although the primary organization of the contents in this work is based on its four sections, offering a progression of coverage of the important concepts, methodologies, technologies, applications, social issues, and emerging trends, the reader can also identify specific contents by utilizing the extensive indexing system listed at the end.

As a comprehensive collection of research on the latest findings related to K-12 STEM Education, this publication provides researchers, practitioners, and all audiences with a complete understanding of the development of applications and concepts surrounding these critical issues.

Supporting Personal Learning about Science and the Nature of Science

• Keith S Taber
  University of Cambridge, UK
• Kenneth Ruthven
  University of Cambridge, UK
• Christine Howe
  University of Cambridge, UK
• Neil Mercer
  University of Cambridge, UK
• Fran Riga
  University of Cambridge, UK
• Riikka Hofmann
  University of Cambridge, UK
• Stefanie Luthman
  University of Cambridge, UK

ABSTRACT

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: Effecting Principled Improvement in STEM Education (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.