Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward (Teaching and Learning in Science Series)
Language: English
Published by Routledge, 2012
Series: Book 6 of 23 - Teaching and Learning in Science Series
- Softcover
- New
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This title presents a clear documentation and critical analysis of the contribution of science in curriculum integration - its implementation and its strengths and weaknesses - and will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning. Editor(s): Rennie, Leonie; Venville, Grady; Wallace, John. Series: Teaching and Learning in Science Series. Num Pages: 160 pages, 9 black & white tables. BIC Classification: JNLB; JNU; YQM; YQS; YQT. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 232 x 175 x 9. Weight in Grams: 232. . 2012. 1st Edition. paperback. . . . . Books ship from the US and Ireland.
Seller Inventory # V9780415897570
- Title
- Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward (Teaching and Learning in Science Series)
- Publisher
- Routledge
- Publication year
- 2012
- Condition
- New
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0415897572
- ISBN 13
- 9780415897570
- Series
- Book 6 of 23: Teaching and Learning in Science Series
How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students’ skills and their ability to link what they learn in school with the world outside the classroom?
Featuring actual case studies of teachers’ attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration―its implementation and its strengths and weaknesses―will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.
"Synopsis" may belong to another edition of this title.
About the Author
Léonie Rennie is a Professor in the Science and Mathematics Education Centre at Curtin University in Western Australia.
Grady Venville is Professor of Science Education, Graduate School of Education, University of Western Australia.
John Wallace is a Professor at the Ontario Institute for Studies in Education, University of Toronto.
"About the title" may belong to another edition of this title.
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