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Knowledge Generation in STEM and STEAM Education: Integrative Thinking and Agency

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Title: Knowledge Generation in STEM and STEAM Education: Integrative Thinking and Agency
Language: English
Authors: Gillian Kidman (ORCID 0000-0001-5306-4284), Hazel Tan (ORCID 0000-0003-0939-2779), Roland Gesthuizen (ORCID 0000-0002-9059-8493), Dominador D. Mangao (ORCID 0000-0002-3906-2685)
Source: Palgrave Macmillan. 2025.
Availability: Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.palgrave.com/us/social-science/education
Peer Reviewed: Y
Page Count: 372
Publication Date: 2025
Document Type: Book
Reports - Evaluative
Descriptors: STEM Education, Art Education, Educational Practices, Interdisciplinary Approach, Integrated Activities
DOI: 10.1007/978-3-032-03247-8
ISBN: 978-3-032-03246-1
Abstract: This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677033
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Gillian+Kidman%22">Gillian Kidman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5306-4284">0000-0001-5306-4284</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hazel+Tan%22">Hazel Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0939-2779">0000-0003-0939-2779</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roland+Gesthuizen%22">Roland Gesthuizen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9059-8493">0000-0002-9059-8493</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dominador+D%2E+Mangao%22">Dominador D. Mangao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3906-2685">0000-0002-3906-2685</externalLink>)
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  Data: Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.palgrave.com/us/social-science/education
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  Data: This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.
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