Interdisciplinary STEM Program on Authentic Aerosol Science Research and Students' Systems Thinking Approach in Problem-Solving

Autor/inn/en	Melton, Jeremy W.; Ali Saiful, Jepri; Pat Shein, Paichi
Titel	Interdisciplinary STEM Program on Authentic Aerosol Science Research and Students' Systems Thinking Approach in Problem-Solving
Quelle	In: International Journal of Science Education, 44 (2022) 9, S.1419-1439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melton, Jeremy W.) ORCID (Ali Saiful, Jepri) ORCID (Pat Shein, Paichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2080886
Schlagwörter	Interdisciplinary Approach; STEM Education; Organic Chemistry; Scientific Research; Pollution; Problem Solving; Systems Approach; Situated Learning; Science and Society; High School Students; Sustainable Development; Grade 9; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Organische Chemie; Schadstoffbelastung; Problemlösen; Systemischer Ansatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Nachhaltige Entwicklung; School year 09; 9. Schuljahr; Schuljahr 09; Ausland
Abstract	An increasingly important aim in education is to develop students capable of addressing complex, interdependent problems. This study integrates theories of situated learning, authentic science research, socioscientific issues, and interdisciplinary STEM education to construct a program for high school students. Drawn from Vygotsky and Dewey's philosophy of social constructivism, we developed a framework to incorporate situated learning, authentic science research, and socioscientific issues in fostering sustainable development competencies of systems thinking and problem-solving to provide opportunities for students to transition from newcomers to adaptive experts. Using qualitative methods, we explored the development of a systems thinking approach in problem-solving related to climate change and air pollution in fifty-seven international school students in Taiwan. We found patterns of (1) systems thinking application in innovative solutions, (2) understanding the practices of authentic science research, and (3) interconnections between science and society. The findings suggest the framework has relevance to high-value learning of systems thinking and for discussions of problem-solving in community contexts and future research directions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01