Realizing STEM's Potential and Promise: A Review of Integrated Approaches to STEM Education: An International Perspective. (2020). J. Anderson & Y. Li (Eds.). Springer

摘要

Some ideas or catchphrases in education capture the collective imagination and spread like wildfire, becoming banners of reformers. One appeal of such ideas is often in their twin characteristics of being useful and elastic, able to both solve a current problem and stretch to fit varied conceptualizations of that problem. STEM (science, engineering, technology, and mathematics) education is one such idea: picked up by policymakers, the public, and educators alike, even though various actors and stakeholders have very different understanding of what STEM education is. Running the risk of oversimplification, these interpretations of STEM education run the gambit of seeing STEM as an umbrella title for all education that falls under the tent of the four broad disciplinary groupings represented in the acronym versus an argument that - in schooling - those disciplines ought not exist in siloes, but instead be integrated in ways that reflect the multi-, cross-, inter-, and transdisciplinary work that integrates those separate disciplines.