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<p class="MsoNormal"><span lang="EN-GB" style="font-size: 11.0pt; mso-ansi-language: EN-GB; mso-fareast-language: EN-US;">This book examines how integrative practices are conceived, described, and taught within the context of STE<em>A+</em>M education. STE<em>A+</em>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.&#xa0; 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 STE<em>A+</em>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.&#xa0;</span></p>

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Knowledge Generation in STEM and STEAM Education

  • 书籍

  • 发表日期：

    2025年

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  • Gillian Kidman,
  • Hazel Tan,
  • Roland Gesthuizen,
  • Dominador D. Mangao

摘要

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.