ISBN: 9783032032461 - knowledge generation in stem and steam education: integrative thinking and agency (16 resultados)

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Hardcover. Condición: new. Hardcover. This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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Condición: As New. Unread book in perfect condition.

Condición: New. 2025. hardcover. . . . . .

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.…

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Hardcover. Condición: Brand New. 216 pages. 8.27x5.83x8.27 inches. In Stock.

Condición: New. 2025. hardcover. . . . . . Books ship from the US and Ireland.

Hardcover. Condición: new. Hardcover. This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Condición: new. Questo è un articolo print on demand.

Hardcover. Condición: Brand New. 216 pages. 8.27x5.83x8.27 inches. In Stock. This item is printed on demand.

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 404 pp. Englisch.…

Hardcover. Condición: new. Hardcover. This book examines how integrative practices are conceived, described, and taught within the context of STEA+M education. STEA+M education is far more than a disciplinary expansion of STEM education; it is a paradigmatic shift in educational purpose and practice, offering a framework for rethinking how knowledge is produced, whose voices are legitimised, and what purposes education serves. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. For teachers to effectively integrate multiple educational domains, they must engage students in integrative STEA+M thinking practices such as inquiry-based learning, student agency, and neo-twenty-first century skills. This must occur not only within, but also across, disciplines in an integrated manner, whether this involves multi-, inter-, or trans-disciplinary approaches. This skill is defined as integrative inquiry literacy. The authors argue that teachers must not only understand the knowledge and skills of a specialist discipline but also understand how to integrate and synthesise knowledge in a cross-disciplinary fashion between several disciplines simultaneously. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Condición: New. Print on Demand.

Condición: New. PRINT ON DEMAND.