Overview
- Deals with sociocultural approaches to early childhood education in science
- Provides a new approach to reconsider ICT education in the context of STEM education
- Introduces an innovative approach of teaching the nature of scientific knowledge in teachers' education
Part of the book series: Sociocultural Explorations of Science Education (SESE, volume 21)
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About this book
This book is a contribution to the sociocultural approaches to Science Technology Engineering and Mathematics (STEM) Education. It offers a new interpreting theoretical framework coming from the Cultural Historical Psychology. The authors highlight some serious elements of the sociocultural context that mediates learning on STEM or with STEM adds. The book brings together the work of researchers interested in developmental psychology and childhood, with a special focus on using Activity theory and Cultural-historical research approach to unite these two opposing approaches to the study of children. The authors reconsider our relationship and experiencing with technology. It moves the attention from the pure instrumental aspect of technology to a deep human and societal approach. Moreover, the book focuses on the issue of teachers' continuing education in both formal and informal settings is being seen under a sequential system of expansive cycles and the key role of contradictions in transformative educational settings.
Overall, this book encourages the academic society to open dialogue with other societies and enhance interdisciplinary research in times of crisis.Keywords
- Transformative Activity
- Cultural Historical Perspective
- STEM Education
- Educational Robotics Challenge
- Early Years STEM Education
- Expanded Co-Teaching Activity
- CHAT Teachers Professional Development Program
- Practicing Science in Museums
- Scientific Method for Early Years
- Contradictions in Teaching Science
- Tensions in Learning Science
- STEM Education
- Double Stimulation
Table of contents (12 chapters)
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Front Matter
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A Chat Perspective on Transformative Activity in Science Education
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Front Matter
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Early Years Science Education from a Cultural Historical Perspective
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Front Matter
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Instrument Producing Activity and the Role of Techno-Creative Activities in STEM Education
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Front Matter
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Science Teachers Education Informed by Cultural Historical Activity Research
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Front Matter
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Back Matter
Editors and Affiliations
About the editors
Katerina Plakitsi is a full professor of Science Education and member of the Governing Board at the University of Ioannina. She is ISCAR President and co-founder of the ISCAR-STEM section. She is journal editor, principal investigator and director of a master’s program working on Formal and Informal Science/Environmental Education and Cultural Historical Activity Theory for Sustainability.
Sylvie Barma is a full professor of Science Education at Laval University. Her experience as a practitioner and curriculum writer is put to use in her research. She is co-founder of the ISCAR-STEM section. Her research interests are: Expansive learning theory and the Change Laboratory methodology, addressing socio scientific issues in the science class and collaborative problem solving.
Bibliographic Information
Book Title: Sociocultural Approaches to STEM Education
Book Subtitle: An ISCAR International Collective Issue
Editors: Katerina Plakitsi, Sylvie Barma
Series Title: Sociocultural Explorations of Science Education
DOI: https://doi.org/10.1007/978-3-031-44377-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Hardcover ISBN: 978-3-031-44376-3Published: 02 January 2024
Softcover ISBN: 978-3-031-44379-4Due: 13 January 2024
eBook ISBN: 978-3-031-44377-0Published: 01 January 2024
Series ISSN: 2731-0248
Series E-ISSN: 2731-0256
Edition Number: 1
Number of Pages: XIX, 296
Number of Illustrations: 1 b/w illustrations
Topics: Science Education, Education, general, Teaching and Teacher Education, Sociology of Education, Pedagogic Psychology, Pedagogic Psychology