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000825013 1001_ $$aJorgensen, Robyn,$$eauthor.
000825013 24510 $$aStem education in the junior secondary /$$cRobyn Jorgensen.
000825013 264_1 $$aHolbrook, New York :$$bSpringer Verlag,$$c2017.
000825013 264_4 $$c©2017
000825013 300__ $$a1 online resource (295 pages)
000825013 336__ $$atext$$2rdacontent
000825013 337__ $$acomputer$$2rdamedia
000825013 338__ $$aonline resource$$2rdacarrier
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000825013 5050_ $$aChapter 1: Introduction; Chapter 2: What Is Unique About Junior STEM?; 2.1 Junior STEM; 2.2 So Who Participates in STEM and Why?; 2.3 Teachers of STEM; 2.4 Teaching Out of Field; 2.4.1 STEM Education and Equity; 2.5 Jumping on the Bandwagon; References; Chapter 3: STEM and Affect in Adolescence: A Cultural-­Historical Approach; 3.1 Introduction; 3.2 Vignettes of Affect in STEM Teaching; 3.2.1 Vignette 1: "I Love Math"; 3.2.2 Vignette 2: From Dropout to Academic Excellence; 3.2.3 Vignette 3: Different From Everybody Else; 3.2.4 Common Aspects Across Vignettes
000825013 5058_ $$a3.3 Affect in a Cultural-Historical Approach3.3.1 From the Prehistory of the Psyche; 3.3.2 Affect and Activity; 3.3.3 Expansive and Defensive Learning; 3.3.4 Affect and the Whole Person; 3.3.5 Affect and Affect Discourse; 3.4 Culturing Affect, Affective Cultures; References; Chapter 4: Supporting Students' Productive Collaboration and Mathematics Learning in Online Environments; 4.1 Introduction; 4.2 Positioning Within the Literature; 4.3 Theoretical Framework; 4.4 Online Environment for Collaborative Learning; 4.5 Pedagogical Setting: Teachers Learning
000825013 5058_ $$a4.6 Pedagogical Setting: Teachers Supporting Student Learning4.6.1 Teacher's Instrumental Orchestration; 4.6.2 Students' Work in VMTwG; 4.7 Discussion; References; Chapter 5: Representation Construction: A Guided Inquiry Approach for Science Education; 5.1 Introduction; 5.2 The Development of the Representation Construction Approach to Teaching and Learning Science; 5.3 Introducing Ideas About the Representation Construction Approach; 5.4 Enacting Representation Construction in the Classroom; 5.4.1 Representational Challenges with Student-Generated Word Clouds and Mindmaps
000825013 5058_ $$a5.4.2 Opinion Polls and Surveys5.4.3 Representational Challenges Employing Particle Ideas About Matter; 5.4.4 Interactive Simulations and Animations to Represent Dynamic Processes; 5.5 Drawing to Learn in Science; 5.6 Further Development of the Representation Construction Approach; 5.6.1 Student Record-Keeping; 5.6.2 Pretesting and Alternative Conceptions; 5.7 Summative Assessment; 5.7.1 Teachers Focusing on Meta-Representational or Representational Competence; 5.8 Conclusion; References; Chapter 6: Making STEM Curriculum Useful, Relevant, and Motivating for Students; 6.1 Introduction
000825013 5058_ $$a6.2 The Disparity Between Real-World Science and Science in Schools: The Promise of an Integrated Curriculum6.3 What Is Meant by an Integrated Curriculum?; 6.4 Why Is Curriculum Integration So Difficult?; 6.4.1 The Purpose of Schooling and STEM Curricula: The Knowledge Tension; 6.4.2 Assessing the Outcomes of Integration; 6.5 Factors That Facilitate Integration; 6.5.1 Small and Stable Learning Environment; 6.5.2 Leadership; 6.5.3 Teacher-Team Activities Linked to the Classroom; 6.5.4 In-school Planning Time; 6.5.5 Flexible Timetable; 6.5.6 Community Links
000825013 506__ $$aAccess limited to authorized users.
000825013 520__ $$aThis book brings together a collection of internationally renowned authors in the STEM field to share innovations in the teaching of STEM. It focuses on the junior secondary years of education (students aged 11-15), since this is the age range in which students choose whether or not to formally opt out of STEM education. It is here that the book makes a significant contribution to the field by integrating the STEM area and focusing on the junior years of schooling. While developing this book, the editors drew on two main premises: Firstly, STEM is seen as the integrated study of science, technology, engineering and mathematics in a coherent learning paradigm that is based on real-world applications. Secondly, it is important to integrate digital technologies into STEM education beyond the superficial use of ICTs seen in many schools. The book also addresses the challenges within STEM education – many of which are long-standing. To this end, it includes chapters o n marginalised and diverse communities, ensuring that a broad range of perspectives on STEM education is included.
000825013 588__ $$aDescription based on print version record.
000825013 650_0 $$aScience$$xStudy and teaching (Middle school)
000825013 650_0 $$aTechnology$$xStudy and teaching (Middle school)
000825013 650_0 $$aEngineering$$xStudy and teaching (Middle school)
000825013 650_0 $$aMathematics$$xStudy and teaching (Middle school)
000825013 77608 $$iPrint version:$$tSTEM Education in the Junior Secondary.$$dHolbrook, New York: Springer Verlag, c2017$$z9789811054471$$w2017948862
000825013 852__ $$bebk
000825013 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-5448-8$$zOnline Access$$91397441.1
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000825013 983__ $$aOnline
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