Reconceptualizing St®E(A)M(S) Education for Teacher Education

Autor/inn/en	Krug, Don; Shaw, Ashley
Titel	Reconceptualizing St®E(A)M(S) Education for Teacher Education
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 16 (2016) 2, S.183-200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2016.1166295
Schlagwörter	Teacher Education; STEM Education; Science Education; Technology Education; Engineering Education; Mathematics Education; Art Education; Foreign Countries; Humanities Instruction; Preservice Teachers; Teacher Education Programs; Global Approach; Elementary Secondary Education; Higher Education; Canada; North America; United States + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; STEM; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Geisteswissenschaftlicher Unterricht; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kanada; Nordamerika; USA
Abstract	This article examines science, technology, engineering, and math (STEM) education as represented in North American educational contexts. In this article we will argue that the dominant view of STEM education as currently circulated and practiced in the United States and Canada is not much more than an acronym of discrete disciplinary areas. We offer a critical review of popular literature about STEM education and argue that too much emphasis in popular culture is currently on a quick fix of recent global economic conditions. Critical inquiry is proposed as a method for teacher candidates to "reflexively deliberate" on why curriculum integration (i.e., ®), the arts and humanities [i.e., (A)] and sustainability education [i.e., (S)] are important areas of STEM education. We discuss why an integrated view of ST®E(A)M(S) education that honors disciplinary content but does not succumb to disciplinary isolation is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01