What is it about?
This book chapter explores integrated STEM from the viewpoint of different ways of knowing, and proposes a synthesis approach for teachers by describing knowledge production in STEM as a localized practice of classroom interaction and embodied learning.
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Why is it important?
This book chapter is important because it recognizes the complexity of integrated STEM, while illustrating a novel and practical approach for STEM teachers. It is further supported by chapters that follow and illustrate many approaches to teaching STEM from critical, transdisciplinary, and embodied perspectives.
Perspectives
An approach to STEM education that balances teacher and student perspectives.
Dr James Davis
Queensland University of Technology
Read the Original
This page is a summary of: Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies, January 2019, Springer Science + Business Media,
DOI: 10.1007/978-3-030-29489-2_2.
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