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This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.
List of contents
Part A: Foundations of Integrative Thinking in STEA+M Education.- Chapter 1 Neuroeducation in STEM: Bridging Cognitive Science and Pedagogy for Effective Learning.- Chapter 2 Disciplinary Thinking in STEM: Balancing Epistemologies for Integrated Education.- Chapter 3 The Plexus Model of STEA+M Education: Fostering Agency, Innovation, and Societal Engagement.- Chapter 4 Interdisciplinary Thinking in STEA+M: Cognitive Integration, Makerspaces, and Knowledge Creation.- Part B: Expanding the Boundaries of STEA+M Education.- Chapter 5 21st Century Skills and STEM Education: A Review of Literature.- Chapter 6 STEA+M Thinking Systems as Neo-21st Century Skills.- Chapter 7 STEA+M Education and Hidden Curriculum Contexts.- Part C: Implementing Integrative STEA+M Pedagogies and Professional Development.- Chapter 8 Integrating Design Thinking in STEA+M Education: The PaDL Framework for Planning and Learning.- Chapter 9 Interdisciplinary STEM Curriculum Integration: Exploring Teacher-Developed Curriculum Goals .- Chapter 10 Interdisciplinary Integration for Future-Making Education in STEAM.
About the author
Gillian Kidman
is from Monash University, Australia. She specialises in science, mathematics, geography education, and integrative STEM/STEAM education.
Hazel Tan
is from Monash University, Australia. She specialises in secondary mathematics and integrative STEM/STEAM education.
Roland Gesthuizen
is a senior teacher with the Department of Education Victoria, Australia. He specialises in digital pedagogy and computational thinking.
Dominador Dizon Mangao
is from the Philippine Normal University, Philippines. He is a specialist in science education.
Summary
This book examines how integrative practices are conceived, described, and taught within the context of STE
A+
M education. STE
A+
M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STE
A+
M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.
