Science, technology, engineering, & mathematics, curricular integration, and the story form

Emily Krushelnycky, Douglas D. Karrow
{"title":"Science, technology, engineering, & mathematics, curricular integration, and the story form","authors":"Emily Krushelnycky,&nbsp;Douglas D. Karrow","doi":"10.1002/fer3.48","DOIUrl":null,"url":null,"abstract":"<p>As science, technology, engineering, and mathematics (STEM) education continues to increase in popularity, it becomes imperative that generalist preservice teachers (PT) have both strong concept knowledge and pedagogical skills to properly support its integration. However, generalist PTs do not have enough knowledge or skills possessed by those in STEM's respective disciplines, impacting their perceptions of how the framework is disseminated. The finger, then, is pointed at PT education to provide the necessary education and training that would allow for high-quality STEM education beginning at the elementary level. One novel approach to mitigate this problem is to introduce Kieran Egan's education theory on imagination (mythic understanding) and the theory of integrated curricula to PT. Throughout this philosophical inquiry, we explore integrated curriculum models, imagination (mythic understanding) and storytelling, illustrating how they may appear in a STEM-oriented lesson within an elementary science PT course, and attend to the need for approachable, evidence-based interventions regarding generalist PT STEM education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"67-91"},"PeriodicalIF":0.0000,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.48","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Future in Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/fer3.48","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

As science, technology, engineering, and mathematics (STEM) education continues to increase in popularity, it becomes imperative that generalist preservice teachers (PT) have both strong concept knowledge and pedagogical skills to properly support its integration. However, generalist PTs do not have enough knowledge or skills possessed by those in STEM's respective disciplines, impacting their perceptions of how the framework is disseminated. The finger, then, is pointed at PT education to provide the necessary education and training that would allow for high-quality STEM education beginning at the elementary level. One novel approach to mitigate this problem is to introduce Kieran Egan's education theory on imagination (mythic understanding) and the theory of integrated curricula to PT. Throughout this philosophical inquiry, we explore integrated curriculum models, imagination (mythic understanding) and storytelling, illustrating how they may appear in a STEM-oriented lesson within an elementary science PT course, and attend to the need for approachable, evidence-based interventions regarding generalist PT STEM education.

Abstract Image

随着科学、技术、工程和数学(STEM)教育的不断普及,通才职前教师(PT)必须同时具备扎实的概念知识和教学技能,以恰当地支持其整合。然而,通才职前教师并不具备 STEM 相关学科所拥有的足够知识或技能,这影响了他们对如何传播该框架的看法。因此,问题的矛头指向了体育教师教育,要求他们提供必要的教育和培训,以便从初等教育阶段开始开展高质量的 STEM 教育。为缓解这一问题,一种新颖的方法是将基兰-伊根的想象力教育理论(神话理解)和综合课程理论引入 PT。在这一哲学探究中,我们探讨了综合课程模式、想象力(神话理解)和讲故事,说明了它们如何出现在小学科学PT课程中以STEM为导向的课程中,并关注了对通才PT STEM教育进行平易近人、以证据为基础的干预的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信