Understanding K-12 STEM Education: A Framework for Developing STEM Literacy
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| Title: | Understanding K-12 STEM Education: A Framework for Developing STEM Literacy |
|---|---|
| Language: | English |
| Authors: | Falloon, Garry, Hatzigianni, Maria, Bower, Matt, Forbes, Anne, Stevenson, Michael |
| Source: | Journal of Science Education and Technology. Jun 2020 29(3):369-385. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | STEM Education, Skill Development, Teaching Methods, Literacy, Curriculum Design, Outcomes of Education, Kindergarten, Elementary Secondary Education, Scientific Literacy, Guidelines, Educational Planning |
| DOI: | 10.1007/s10956-020-09823-x |
| ISSN: | 1059-0145 |
| Abstract: | In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed "STEM literacy" and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1253588 |
| Database: | ERIC |
| Abstract: | In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed "STEM literacy" and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools. |
|---|---|
| ISSN: | 1059-0145 |
| DOI: | 10.1007/s10956-020-09823-x |
