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Critical, Transdisciplinary and Embodied Approaches in STEM Education

  • Book
  • © 2019

Overview

Editors:
  1. Pratim Sengupta

    1. Werklund School of Education, University of Calgary, Calgary, Canada

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  2. Marie-Claire Shanahan

    1. Werklund School of Education, University of Calgary, Calgary, Canada

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    You can also search for this editor in PubMed   Google Scholar

  3. Beaumie Kim

    1. Werklund School of Education, University of Calgary, Calgary, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Highlights new theoretical, pedagogical and technological advances in STEM education
  • Includes comprehensive design guidelines for STEM integration
  • Offers global, pan-continental perspectives on STEM and STEAM education
  • Brings together perspectives from critical theory, embodied cognition, educational computing and design of learning environments in the context of STEM education

Part of the book series: Advances in STEM Education (ASTEME)

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Reimagining STEM Education: Critical, Transdisciplinary, and Embodied Approaches

      • Pratim Sengupta, Marie-Claire Shanahan, Beaumie Kim
      Pages 3-19

  3. Transdisciplinary Approaches in STEM Education (Theme 1)

    1. Front Matter

      Pages 21-21
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    2. Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies

      • James P. Davis, Vinesh Chandra, Alberto Bellocchi
      Pages 23-40

    3. Towards a Production Pedagogy Model for Critical Science and Technology Interventions

      • Gabriela Alonso Yanez, Kurt Thumlert, Suzanne de Castell, Jennifer Jenson
      Pages 41-60

    4. Imagining the Sustainable Future Through the Construction of Fantasy Worlds

      • Beaumie Kim, Stefan Rasporich, Diali Gupta
      Pages 61-82

    5. Preservice Teachers’ Perceptions of STEAM Education and Attitudes Toward STEAM Disciplines and Careers in China

      • Wenjing Li, Feng-Kuang Chiang
      Pages 83-100

    6. Engaging Emerging Bilingual Students in Language and Scientific Practices Through Collaborative Disciplinarily Integrated Games from a Co-operative Action Lens

      • Douglas Clark, Ashlyn Pierson
      Pages 101-117

    7. Getting Beyond Functional Rationality in the Kid Coding Movement: An Agenda for the Learning Sciences

      • D. Kevin O’Neill
      Pages 119-130

    8. Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom

      • Amanda C. Dickes, Amy Voss Farris
      Pages 131-149

    9. Development of a CDIO Framework for Elementary Computational Thinking

      • Stephanie Hladik, Laleh Behjat, Anders Nygren
      Pages 151-175

    10. Playfully Coding Science: Views from Preservice Science Teacher Education

      • Pratim Sengupta, Beaumie Kim, Marie-Claire Shanahan
      Pages 177-195

  4. Bodies, Hegemony and Decolonization in STEM Education (Theme 2)

    1. Front Matter

      Pages 197-197
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    2. Rethinking Bodies of Learners Through STEM Education

      • Miwa Aoki Takeuchi, Shima Dadkhahfard
      Pages 199-216

    3. Supporting Complex Multimodal Expression Around Representations of Data: Experience Matters

      • Victor R. Lee
      Pages 217-231

    4. Facilitating Enactment in STEM Teacher Education Within and Across Learning Spaces

      • Janette Bobis
      Pages 233-249

    5. Narrative Co-construction of Stances Towards Engineers’ Work in Socio-Technical Contexts

      • Ayush Gupta, Chandra Turpen, Thomas Philip, Andrew Elby
      Pages 251-272

    6. Moving Beyond the Singular: A Deconstruction of Educational Opportunity in Science Through the Lens of Multiples in an Era Marked by Globalization and Neoliberalism

      • Jrène Rahm
      Pages 273-289

    7. Critical Transdisciplinary STEM: A Critical Numeracy Approach to STEM Praxis by Urban Environments and Education Research Coven

      • Atasi Das, Jennifer D. Adams
      Pages 291-306
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Keywords

About this book

Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments.In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.

Reviews

“This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action.” (Ernest Hughes, Computing Reviews, December 8, 2020)

“I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom.” (Peter Olszewski, MAA Reviews, September 13, 2020)

Editors and Affiliations

  • Werklund School of Education, University of Calgary, Calgary, Canada

    Pratim Sengupta, Marie-Claire Shanahan, Beaumie Kim

About the editors

Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. 

Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.


Bibliographic Information

  • Book Title: Critical, Transdisciplinary and Embodied Approaches in STEM Education

  • Editors: Pratim Sengupta, Marie-Claire Shanahan, Beaumie Kim

  • Series Title: Advances in STEM Education

  • DOI: https://doi.org/10.1007/978-3-030-29489-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-29488-5Published: 19 December 2019

  • Softcover ISBN: 978-3-030-29491-5Published: 13 January 2021

  • eBook ISBN: 978-3-030-29489-2Published: 16 December 2019

  • Series ISSN: 2520-8616

  • Series E-ISSN: 2520-8624

  • Edition Number: 1

  • Number of Pages: XIX, 366

  • Number of Illustrations: 17 b/w illustrations, 46 illustrations in colour

  • Topics: Science Education, Mathematics Education, Educational Technology, Computers and Education

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