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STEM education, which encompasses Science, Technology, Engineering, and Mathematics, is of paramount importance in the 21st century. Currently, there is a global call for a technologically skilled workforce for the 21st century workplace related to scarce skill subjects such as Mathematics, Science, ICT and Arts. Furthermore, these skills and jobs are not promoted effectively in wider communities. In this era of rapid technological advancements and complex global challenges, including a shortage of qualified STEM educators and under-resourced schools, STEM education is essential. It equips individuals with critical skills for success through collaborative and interdisciplinary approaches.
The asterisk in STEM reflects its evolving nature, promoting interdisciplinary collaboration to develop critical skills needed in a rapidly changing, technology-driven world.
The scope of the book is multi-faceted and explores a range of practices and research contexts such as student STE*M-stimulated experiences, transdisciplinarity, diversity and inclusion in STE*M education, and science teaching in primary and secondary schools. The contributions show different perspectives from Belgium, Botswana, Germany, Namibia, South Africa and the United States of America.
About the author
Oliver Holz, Prof. Dr. phil., M.A. (1970); MA in educational sciences and psychology; PhD in educational sciences; coordinator and organiser of European network(s); research with the emphasis on comparative educational science; employed at the KU Leuven, various publications on relevant educational subjects.
Summary
STEM education, which encompasses Science, Technology, Engineering, and Mathematics, is of paramount importance in the 21st century. Currently, there is a global call for a technologically skilled workforce for the 21st century workplace related to scarce skill subjects such as Mathematics, Science, ICT and Arts. Furthermore, these skills and jobs are not promoted effectively in wider communities. In this era of rapid technological advancements and complex global challenges, including a shortage of qualified STEM educators and under-resourced schools, STEM education is essential. It equips individuals with critical skills for success through collaborative and interdisciplinary approaches.
The asterisk in STEM reflects its evolving nature, promoting interdisciplinary collaboration to develop critical skills needed in a rapidly changing, technology-driven world.
The scope of the book is multi-faceted and explores a range of practices and research contexts such as student STE*M-stimulated experiences, transdisciplinarity, diversity and inclusion in STE*M education, and science teaching in primary and secondary schools. The contributions show different perspectives from Belgium, Botswana, Germany, Namibia, South Africa and the United States of America.
