Understanding K-12 STEM Education: a Framework for Developing STEM Literacy

被引：54
|
作者：
Falloon, Garry [1 ]
Hatzigianni, Maria [2 ]
Bower, Matt [1 ]
Forbes, Anne [1 ]
Stevenson, Michael [1 ]
机构：
[1] Macquarie Univ, Macquarie Sch Educ, Fac Arts, Sydney, NSW, Australia
[2] Univ Melbourne, Fac Educ, Melbourne, Vic, Australia
来源：
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY | 2020年 / 29卷 / 03期
关键词：
STEM; Interdisciplinary; Integrated; Discipline; STEM literacy; School; K-12; SCHOOL; TEACHERS; HARD;
D O I：
10.1007/s10956-020-09823-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed STEM literacy and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools.
引用
收藏
页码：369 / 385
页数：17
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