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Chapter 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
3.3 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
4.6 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
5.4.2 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
6.2 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
3.3 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
4.6 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
5.4.2 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
6.2 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