Scholarlink

This chapter elaborates on three challenges related to the specific character of Science, Technology, Engineering and Mathematics (STEM) education in primary education. It describes the SPRONG STEM project results. The SPRONG STEM project aimed at strengthening STEM education infrastructure in The Netherlands by developing professional learning networks, wherein teachers and researchers participate. Before focusing on these challenges, we sketch out an overview indicating the importance of STEM education. From this partly historical analysis we focus on the following challenges: (1) assessing learning outcomes in STEM education (Sect. 8.2), (2) the relation between mathematics and other STEM domains (Sect. 8.3), and (3) data literacy and maker education in STEM education (Sect. 8.4). With respect to these challenges we describe both theoretical as well as practical questions and demands that emerged from professional learning networks, including the critical role of teachers’ content knowledge. Classroom examples further illustrate these challenges. The chapter concludes with recommendations for further research and curriculum development in STEM education.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Primary STEM Education in the Netherlands

  • 章节

  • 发表日期：

    2025年

查看全文
  • Ronald Keijzer,
  • Anika Embrechts,
  • Anna Hotze,
  • Vincent Jonker,
  • Margien Bakker,
  • Lonneke Boels,
  • Symen van der Zee

摘要

This chapter elaborates on three challenges related to the specific character of Science, Technology, Engineering and Mathematics (STEM) education in primary education. It describes the SPRONG STEM project results. The SPRONG STEM project aimed at strengthening STEM education infrastructure in The Netherlands by developing professional learning networks, wherein teachers and researchers participate. Before focusing on these challenges, we sketch out an overview indicating the importance of STEM education. From this partly historical analysis we focus on the following challenges: (1) assessing learning outcomes in STEM education (Sect. 8.2), (2) the relation between mathematics and other STEM domains (Sect. 8.3), and (3) data literacy and maker education in STEM education (Sect. 8.4). With respect to these challenges we describe both theoretical as well as practical questions and demands that emerged from professional learning networks, including the critical role of teachers’ content knowledge. Classroom examples further illustrate these challenges. The chapter concludes with recommendations for further research and curriculum development in STEM education.