Abstract
The epilogue reviews some of the key themes raised in the chapters of this book and proposes a way forward for new research and development initiatives in STEM education. Issues derived from the chapters include curriculum, domain knowledge, teaching, learning, school culture, and assessment in relation to STEM education. The implications of these issues for future research and development are considered, and a systems approach is proposed to extend the cognitive and epistemic dimensions of STEM to include social-institutional aspects.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht, The Netherlands: Springer.
National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press. https://doi.org/10.17226/18290.
Vareals, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 402–516.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Erduran, S. (2019). Epilogue—Understanding STEM for STEM Education: Toward a Systems Approach. In: Hsu, YS., Yeh, YF. (eds) Asia-Pacific STEM Teaching Practices. Springer, Singapore. https://doi.org/10.1007/978-981-15-0768-7_13
Download citation
DOI: https://doi.org/10.1007/978-981-15-0768-7_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-0767-0
Online ISBN: 978-981-15-0768-7
eBook Packages: EducationEducation (R0)