Reconceptualizing STEM Education
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Reconceptualizing STEM Education : The Central Role of Practices

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Description

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.
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Product details

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

Table of contents

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





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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.





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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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