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Knowledge generation in STEM and STEAM education = integrative thinking and agency /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowledge generation in STEM and STEAM education/ by Gillian Kidman ... [et al.].
Reminder of title:	integrative thinking and agency /
other author:	Kidman, Gillian.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xxxii, 372 p. :ill., digital ;24 cm.
[NT 15003449]:	Part A: Foundations of Integrative Thinking in STEA+M Education -- Chapter 1 Neuroeducation in STEM: Bridging Cognitive Science and Pedagogy for Effective Learning -- Chapter 2 Disciplinary Thinking in STEM: Balancing Epistemologies for Integrated Education -- Chapter 3 The Plexus Model of STEA+M Education: Fostering Agency, Innovation, and Societal Engagement -- Chapter 4 Interdisciplinary Thinking in STEA+M: Cognitive Integration, Makerspaces, and Knowledge Creation -- Part B: Expanding the Boundaries of STEA+M Education -- Chapter 5 21st Century Skills and STEM Education: A Review of Literature -- Chapter 6 STEA+M Thinking Systems as Neo-21st Century Skills -- Chapter 7 STEA+M Education and Hidden Curriculum Contexts -- Part C: Implementing Integrative STEA+M Pedagogies and Professional Development -- Chapter 8 Integrating Design Thinking in STEA+M Education: The PaDL Framework for Planning and Learning -- Chapter 9 Interdisciplinary STEM Curriculum Integration: Exploring Teacher-Developed Curriculum Goals -- Chapter 10 Interdisciplinary Integration for Future-Making Education in STEAM.
Contained By:	Springer Nature eBook
Subject:	Pedagogical content knowledge. -
Online resource:	https://doi.org/10.1007/978-3-032-03247-8
ISBN:	9783032032478

Knowledge generation in STEM and STEAM education = integrative thinking and agency /
Knowledge generation in STEM and STEAM educationintegrative thinking and agency /[electronic resource] :by Gillian Kidman ... [et al.]. - Cham :Springer Nature Switzerland :2025. - xxxii, 372 p. :ill., digital ;24 cm.

Part A: Foundations of Integrative Thinking in STEA+M Education -- Chapter 1 Neuroeducation in STEM: Bridging Cognitive Science and Pedagogy for Effective Learning -- Chapter 2 Disciplinary Thinking in STEM: Balancing Epistemologies for Integrated Education -- Chapter 3 The Plexus Model of STEA+M Education: Fostering Agency, Innovation, and Societal Engagement -- Chapter 4 Interdisciplinary Thinking in STEA+M: Cognitive Integration, Makerspaces, and Knowledge Creation -- Part B: Expanding the Boundaries of STEA+M Education -- Chapter 5 21st Century Skills and STEM Education: A Review of Literature -- Chapter 6 STEA+M Thinking Systems as Neo-21st Century Skills -- Chapter 7 STEA+M Education and Hidden Curriculum Contexts -- Part C: Implementing Integrative STEA+M Pedagogies and Professional Development -- Chapter 8 Integrating Design Thinking in STEA+M Education: The PaDL Framework for Planning and Learning -- Chapter 9 Interdisciplinary STEM Curriculum Integration: Exploring Teacher-Developed Curriculum Goals -- Chapter 10 Interdisciplinary Integration for Future-Making Education in STEAM.

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. Gillian Kidman is from Monash University, Australia. She specialises in science, mathematics, geography education, and integrative STEM/STEAM education. Hazel Tan is from Monash University, Australia. She specialises in secondary mathematics and integrative STEM/STEAM education. Roland Gesthuizen is a senior teacher with the Department of Education Victoria, Australia. He specialises in digital pedagogy and computational thinking. Dominador Dizon Mangao is from the Philippine Normal University, Philippines. He is a specialist in science education.

ISBN: 9783032032478

Standard No.: 10.1007/978-3-032-03247-8doiSubjects--Topical Terms:

2114976
Pedagogical content knowledge.

LC Class. No.: LB1025.3

Dewey Class. No.: 371.33

Knowledge generation in STEM and STEAM education = integrative thinking and agency /
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245 0 0 $a Knowledge generation in STEM and STEAM education $h [electronic resource] : $b integrative thinking and agency / $c by Gillian Kidman ... [et al.].
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505 0 $a Part A: Foundations of Integrative Thinking in STEA+M Education -- Chapter 1 Neuroeducation in STEM: Bridging Cognitive Science and Pedagogy for Effective Learning -- Chapter 2 Disciplinary Thinking in STEM: Balancing Epistemologies for Integrated Education -- Chapter 3 The Plexus Model of STEA+M Education: Fostering Agency, Innovation, and Societal Engagement -- Chapter 4 Interdisciplinary Thinking in STEA+M: Cognitive Integration, Makerspaces, and Knowledge Creation -- Part B: Expanding the Boundaries of STEA+M Education -- Chapter 5 21st Century Skills and STEM Education: A Review of Literature -- Chapter 6 STEA+M Thinking Systems as Neo-21st Century Skills -- Chapter 7 STEA+M Education and Hidden Curriculum Contexts -- Part C: Implementing Integrative STEA+M Pedagogies and Professional Development -- Chapter 8 Integrating Design Thinking in STEA+M Education: The PaDL Framework for Planning and Learning -- Chapter 9 Interdisciplinary STEM Curriculum Integration: Exploring Teacher-Developed Curriculum Goals -- Chapter 10 Interdisciplinary Integration for Future-Making Education in STEAM.
520 $a 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. Gillian Kidman is from Monash University, Australia. She specialises in science, mathematics, geography education, and integrative STEM/STEAM education. Hazel Tan is from Monash University, Australia. She specialises in secondary mathematics and integrative STEM/STEAM education. Roland Gesthuizen is a senior teacher with the Department of Education Victoria, Australia. He specialises in digital pedagogy and computational thinking. Dominador Dizon Mangao is from the Philippine Normal University, Philippines. He is a specialist in science education.
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