Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council's A Framework for K-12 Science Education. The new practice-focused agenda has implications for the…mehr
Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council's A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website < http://waterbury.psu.edu/summit/> highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Richard A. Duschl is the Kenneth B. Waterbury Chaired Professor in Secondary Education, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, USA. Amber S. Bismack is a Ph.D. student, Department of Educational Studies (Science Education), School of Education, The University of Michigan, USA.
Inhaltsangabe
CONTENTS 1. Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer Theme 1: Systems Thinking 2. Thinking about a System and Systems Thinking in Engineering Thomas A. Litzinger 3. Diagnostic Instruction: Toward an Integrated System for Classroom Assessment Jim Minstrell, Ruth Anderson, and Min Li 4. Response 1: Systems Thinking as a Design Problem Marcela Borge 5. Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems William R. Penuel Theme 2: Model-Based Reasoning 6. Modeling Authentic STEM Research: A Systems Thinking Perspective Annmarie R. Ward 7. Meeting the Standards for STEM Educations: Individual and National Needs Spencer A. Benson 8. Response 1: Model-Based Reasoning in Professional Development Hilda Borko 9. Response 2: "Where is the line?" Brian P. Coppola Theme 3: Quantitative Reasoning 10. Quantitative Reasoning in Mathematics Education: Directions in Research and Practice Heather Lynn Johnson 11. Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning Anthony J. Petrosino 12. Response 1: Quantitative Reasoning in STEM Disciplines Robert Mayes 13. Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability Rose Mary Zbiek Theme 4: Equity, Epistemic, and Ethical Outcomes 14. Educational and Ethical Dilemmas for STEM Education in Pennsylvania's Marcellus Shale Gasfield Communities Catharine Biddle & Kai A. Schafft 15. Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge Jonathan Osborne 16. Response 1: Views from Above and Below: Access to Science Education Nancy Brickhouse 17. Response 2: The Values of Science Literacy Nancy Tuana Theme 5: STEM Communication and Policy Outreach 18. Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen 19. New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World Jean Moon 20. Response 1: School-System Contexts for Professional Development Edward J. Fuller 21. Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation Drew H. Gitomer Reflections and Summary 22. Reflections on the Waterbury Summit: STEAM And Systems Thinking Stephanie E. Vasko 23. Summary: Driving Change Forward Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl About the Authors Waterbury Summit Participants
CONTENTS 1. Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer Theme 1: Systems Thinking 2. Thinking about a System and Systems Thinking in Engineering Thomas A. Litzinger 3. Diagnostic Instruction: Toward an Integrated System for Classroom Assessment Jim Minstrell, Ruth Anderson, and Min Li 4. Response 1: Systems Thinking as a Design Problem Marcela Borge 5. Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems William R. Penuel Theme 2: Model-Based Reasoning 6. Modeling Authentic STEM Research: A Systems Thinking Perspective Annmarie R. Ward 7. Meeting the Standards for STEM Educations: Individual and National Needs Spencer A. Benson 8. Response 1: Model-Based Reasoning in Professional Development Hilda Borko 9. Response 2: "Where is the line?" Brian P. Coppola Theme 3: Quantitative Reasoning 10. Quantitative Reasoning in Mathematics Education: Directions in Research and Practice Heather Lynn Johnson 11. Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning Anthony J. Petrosino 12. Response 1: Quantitative Reasoning in STEM Disciplines Robert Mayes 13. Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability Rose Mary Zbiek Theme 4: Equity, Epistemic, and Ethical Outcomes 14. Educational and Ethical Dilemmas for STEM Education in Pennsylvania's Marcellus Shale Gasfield Communities Catharine Biddle & Kai A. Schafft 15. Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge Jonathan Osborne 16. Response 1: Views from Above and Below: Access to Science Education Nancy Brickhouse 17. Response 2: The Values of Science Literacy Nancy Tuana Theme 5: STEM Communication and Policy Outreach 18. Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen 19. New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World Jean Moon 20. Response 1: School-System Contexts for Professional Development Edward J. Fuller 21. Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation Drew H. Gitomer Reflections and Summary 22. Reflections on the Waterbury Summit: STEAM And Systems Thinking Stephanie E. Vasko 23. Summary: Driving Change Forward Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl About the Authors Waterbury Summit Participants
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