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Asia-pacific Stem Teaching Practices: From Theoretical Frameworks to Practices - Couverture rigide

 
9789811507670: Asia-pacific Stem Teaching Practices: From Theoretical Frameworks to Practices
Couverture rigide
ISBN 10 : 9811507678 ISBN 13 : 9789811507670
Editeur : Springer Verlag, Singapore, 2019

Synopsis

This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context.  Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers’ practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

À propos de l'auteur

Ying-Shao Hsu is a Professor of Graduate Institute of Science Education and the Department of Earth Sciences, as well as Chair Professor of  the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her research focuses on inquiry learning, science curriculum design, metacognition, and STEM education. Professor Hsu's research work has been recognized with Outstanding Research Awards by the Minister of Science Technology (MOST) in Taiwan (2011 & 2015),  National Taiwan Normal University Research Awards (2005, 2006, 2007, 2008, & 2012), and Wu Da-Yu Memorial Award (2005).

Yi-Fen Yeh is assistant professor in the College of Teacher Education at the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 2010 from the department of Curriculum and Instruction at the Texas A&M University. Her research interests include STEM education, technological pedagogical content knowledge (TPACK), teacher education, and science literacy. She has published articles in international journals such as Computers and Education and the International Journal of Science Education. Her research work was recognized with a Outstanding Young Scholar Award by the Minister of Science Technology (MOST) in Taiwan (2017).    

À propos de la quatrième de couverture

This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context.  Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Springer Verlag, Singapore
Date d'édition
2019
Langue
anglais
ISBN 10 
9811507678
ISBN 13 
9789811507670
Reliure
Relié
Nombre de pages
213
Éditeur
Hsu Ying-shao, Yeh Yi-fen
Coordonnées du fabricant
ProductSafety@springernature.com
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