In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

被引：22

作者：

Aguilera, David ^{[1
]}

Lupianez, Jose Luis ^{[2
]}

Vilchez-Gonzalez, Jose Miguel ^{[1
]}

Perales-Palacios, Francisco Javier ^{[1
]}

机构：

[1] Univ Granada, Dept Sci Educ, Campus Univ Cartuja S-N, Granada 18071, Spain

[2] Univ Granada, Dept Math Educ, Granada 18071, Spain

来源：

MATHEMATICS | 2021年 / 9卷 / 06期

关键词：

STEM education; STEM literacy; framework; disciplinary integration; teaching methods; SCIENCE; CONCEPTIONS; STUDENTS; MODEL;

D O I：

10.3390/math9060597

中图分类号：

O1 [数学];

学科分类号：

0701 ; 070101 ;

摘要：

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

引用

页数：10

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