Reconceptualizing STEM Education

Reconceptualizing STEM Education : The Central Role of Practices

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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 <> highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.
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Product details

  • Paperback | 350 pages
  • 152 x 229 x 19.3mm | 520g
  • London, United Kingdom
  • English
  • 9 Tables, black and white; 35 Illustrations, black and white
  • 1138901040
  • 9781138901049
  • 1,030,085

Table of contents


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

Thinking about a System and Systems Thinking in Engineering

Thomas A. Litzinger

Diagnostic Instruction: Toward an Integrated System for Classroom Assessment

Jim Minstrell, Ruth Anderson, and Min Li

Response 1: Systems Thinking as a Design Problem

Marcela Borge

Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems

William R. Penuel

Theme 2: Model-Based Reasoning

Modeling Authentic STEM Research: A Systems Thinking Perspective

Annmarie R. Ward

Meeting the Standards for STEM Educations: Individual and National Needs

Spencer A. Benson

Response 1: Model-Based Reasoning in Professional Development

Hilda Borko

Response 2: "Where is the line?"

Brian P. Coppola

Theme 3: Quantitative Reasoning

Quantitative Reasoning in Mathematics Education: Directions in Research and Practice

Heather Lynn Johnson

Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning

Anthony J. Petrosino

Response 1: Quantitative Reasoning in STEM Disciplines

Robert Mayes

Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability

Rose Mary Zbiek

Theme 4: Equity, Epistemic, and Ethical Outcomes

Educational and Ethical Dilemmas for STEM Education in Pennsylvania's Marcellus Shale Gasfield Communities

Catharine Biddle & Kai A. Schafft

Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge

Jonathan Osborne

Response 1: Views from Above and Below: Access to Science Education

Nancy Brickhouse

Response 2: The Values of Science Literacy

Nancy Tuana

Theme 5: STEM Communication and Policy Outreach

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

New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World

Jean Moon

Response 1: School-System Contexts for Professional Development

Edward J. Fuller

Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation

Drew H. Gitomer

Reflections and Summary

Reflections on the Waterbury Summit: STEAM And Systems Thinking

Stephanie E. Vasko

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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About Amber S. Bismack

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.
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