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Multidisciplinary teaching: The emergence of an holistic STEM teacher
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0002-4115-6584
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0002-5184-4743
2019 (English)In: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019Conference paper, Published paper (Refereed)
Abstract [en]

This full research paper approaches the teaching of STEM from a new multi-disciplinary perspective. While the importance of the STEM agenda is not in dispute, the plurality in treatment of STEM as individual subjects or disciplinary areas of study potentially limits the evolution of a new conception of STEM education. In this paper, determinist disciplined learning is challenged through the advocacy of a learning science agenda, which we argue from the perspective of modern teacher education.Unintentionally, our educational systems and structures can create a silo-effect, sometimes impeding the development of multi and trans-disciplinary competencies. This paper advances an argument for a conception of teacher education that supports the development of the holistic STEM teacher. Our conception of the holistic STEM educator revolves around central themes focused on building, manipulating and synthesising STEM specific attitudes, skills and knowledge. The proximal and distal effects are also considered in subsequent discussion.This paper does not propose a generalist teacher, as the significance of content knowledge as a critical component of teacher efficacy is not contested. On the contrary, it considers an unbounded and applied perspective to the treatment of STEM with implications for an enhanced comprehension of abstracted knowledge and support for a more robust construction of meaning. The vision of a STEM teacher is articulated with respect to position, treatment and competencies intending to qualify and sustain the STEM agenda through pragmatic action.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers Inc. , 2019.
Keywords [en]
Intellectual alignment, Professional competencies, STEM, Student learning, Teacher education
National Category
Didactics
Identifiers
URN: urn:nbn:se:kth:diva-252226DOI: 10.1109/FIE.2018.8658552Scopus ID: 2-s2.0-85063460281ISBN: 9781538611739 (print)OAI: oai:DiVA.org:kth-252226DiVA, id: diva2:1322685
Conference
48th Frontiers in Education Conference, FIE 2018, 3 October 2018 through 6 October 2018
Note

QC 20190611

Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-06-11Bibliographically approved

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Gumaelius, LenaPears, Arnold Neville

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