Boundary Crossing Pedagogy in STEM Education

Autor/in	Leung, Allen
Titel	Boundary Crossing Pedagogy in STEM Education
Quelle	In: International Journal of STEM Education, 7 (2020), Artikel 15 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-020-00212-9
Schlagwörter	Stellungnahme; Foreign Countries; STEM Education; Interdisciplinary Approach; Communities of Practice; Problem Solving; Situated Learning; Dialogs (Language); Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Community; Problemlösen; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an interactive pedagogical framework is put forward accompanied by a provisional statement to relate the connective factors that are critical in the formation of a boundary crossing STEM pedagogy. These factors are situated learning, communities of practices, problem solving, learning dialogical processes, and boundary objects. A Hong Kong school STEM case is employed to illustrate the applicability of this framework. The commentary ends with a reflective remark on boundary crossing STEM pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01