The Age of STEM.
Educational Policy and Practice Across the World in Science, Technology, Engineering and Mathematics
The Age of STEM: Educational policy and practice across the world in Science, Technology, Engineering and Mathematics
Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice.
The Age of STEM is a state of the art survey of the global trends and major country initiatives in STEM. It gives an international overview of issues such as:
- STEM strategy and coordination
- curricula, teaching and assessment
- women in STEM
- indigenous students
- research training
- STEM in the graduate labour markets
- STEM breadth and STEM depth
The individual chapters give comparative international analysis as well as a global overview, particularly focusing on the growing number of policies and practices in mobilising and developing talent in the STEM fields. The book will be of particular interest to anyone involved in educational policy, those in education management and leaders in both schooling and tertiary education. It will have a wider resonance among practitioners in the STEM disciplines, particularly at university level, and for those interested in contemporary public policy.
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By Russell Tytler, Vaughan Prain, Peter Hubber and Bruce Waldrip (Editors). Available from SensePublishers
Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.
By Coral Campbell, Wendy Jobling (Editors). Available from Cambridge University Press
Science education in the early years is vital in assisting young children to come to know about and understand the world around them. Science in Early Childhood covers the theoretical underpinnings and practical applications of teaching science in early childhood settings in a way that is engaging and accessible. It is a comprehensive resource for students, as well as early childhood teachers and carers, and provides up-to-date coverage of the national Early Years Learning Framework.
This text explores the current issues and debates in early childhood science education from an Australian perspective, while recognising the links to international practice and research. A summary at the start of each chapter helps readers identify the key themes and ideas in early science education, and application boxes throughout the text illustrate how theories relate to practice. Written by experts in the field, Science in Early Childhood is essential reading for early childhood educators.