Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/135333
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Type: | Journal article |
Title: | STEM Education: How much Integration is Enough? |
Author: | G. Barclay, T. Bentley, B. |
Citation: | International Journal of Research Publications, 2021; 89(1):183-199 |
Publisher: | International Journal of Research Publications |
Issue Date: | 2021 |
ISSN: | 2708-3578 |
Statement of Responsibility: | Thomas G. Barclay, Brendan Bentley |
Abstract: | STEM Education has in recent years has been influenced by both political and pedagogical imperatives to increase student participation and improve student learning in Science, Technology, Engineering and Mathematics (STEM) Education. Integrated approaches to STEM Education have been identified to increase student engagement in STEM Education and lead to improved depth of understanding of STEM concepts. Nonetheless, such integrated approaches require significant understanding from engaged, skilled an appropriately trained teachers from multiple disciplines to work effectively. This paper investigates the conceptual and philosophical rationales for integrating STEM Education and provides a summary of both pedagogically and structural considerations that may assist schools in implementing an integrated approach to STEM Education. |
Keywords: | STEM education; integrated education; inquiry-based learning; integrative review methodology |
Rights: | Open Access: IJRP is open access platform. All accepted work will publish in our monthly journal and freely available to all readers. Author should agree to provide their research work in open access after publication. |
DOI: | 10.47119/ijrp1008911120212460 |
Published version: | http://dx.doi.org/10.47119/ijrp1008911120212460 |
Appears in Collections: | Education publications |
Files in This Item:
File | Description | Size | Format | |
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hdl_135333.pdf | Published version | 375.81 kB | Adobe PDF | View/Open |
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