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Intersections of Integrated STEM and Socio-Scientific Issues

Intersections of Integrated STEM and Socio-Scientific Issues
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Author(s): Gillian Roehrig (University of Minnesota, USA), Khomson Keratithamkul (University of Minnesota, USA) and Benny Mart R. Hiwatig (University of Minnesota, USA)
Copyright: 2021
Pages: 23
Source title: Socioscientific Issues-Based Instruction for Scientific Literacy Development
Source Author(s)/Editor(s): Wardell A. Powell (Framingham State University, USA)
DOI: 10.4018/978-1-7998-4558-4.ch009

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Abstract

Current policy documents across the world call for changes in K-12 science teaching to use integrated STEM strategies to provide a more authentic learning environment for students. Though the importance of integrated STEM education is established through national and international policy documents, there remains disagreement on focus, models, and effective approaches for integrated STEM instruction. A primary focus of STEM policies is addressing STEM workforce issues. However, other important foci for global STEM initiatives are more equitable education, poverty reduction, and increased STEM literacy and awareness. This chapter critiques current implementations of STEM as focused only on technical aspects of engineering design which will not meet any of the goals of integrated STEM. Rather, the authors propose that integration of SSI into STEM lessons will promote the social thinking necessary in engineering design and enhance work toward achieving not only STEM workforce preparation, but also increased STEM literacy and equity within STEM.

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