STEM Ways of Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Slavit, David; Grace, Elizabeth; Lesseig, Kristin
Titel	STEM Ways of Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Teaching Methods; Mathematics; Mathematical Logic; Validity; Interdisciplinary Approach; Cognitive Processes; Learning Theories; 21st Century Skills; Epistemology; Elementary Schools; Middle Schools; High Schools; Student Projects; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematik; Mathematical logics; Mathematische Logik; Gültigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie; Erkenntnistheorie; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schulprojekt; Middle schools; Student; Students; Schüler; Schülerin; High schools; Studentin
Abstract	We explore the epistemological issues that arise when considering STEM as a curricular and instructional construct. Our approach is somewhat unique in that we are not focused on the curricular or instructional boundaries of STEM education, but consider the nature of the cognitive activity at play during STEM-focused activity, with an emphasis on mathematical thinking. We focus specifically on the epistemological underpinnings of mathematics and other STEM disciplines, and the possibility of an epistemology of STEM as a curricular construct. The implications on students' STEM ways of thinking (SWoT) are discussed in detail from a theoretical and empirical lens. Future research directions are identified. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01