Critical Questions in STEM Education

Preface.- Foreword to Critical Questions in STEM Education.- Part I: Nature of the STEM Disciplines.- Chapter 1. Nature of Scientific Knowledge and Scientific Inquiry (Norman G. Lederman and Judith Lederman).- Chapter 2. Nature of Technology (Theresa A. Cullenand and Meize Guo).- Chapter 3. Toward Defining Nature of Engineering in the Next Generation Science Standards Era (Hasan Deniz, EzgiYesilyurt, Steven Newman, and Erdogan Kaya).- Chapter 4. The Nature of Mathematics and Its Impact on K-12 Education (Rick Hudson, Mark Creager, Angela Burgess, and Alex Gerber).- Part II: Critical Questions in Teaching STEM.- Chapter 5. Inquiring into Environmental STEM: Striving for an Engaging Inquiry-Based E-STEM Experience for Preservice Teachers (Angela Burgess and Gayle Buck).- Chapter 6. Navigating Theory and Practice: Digital Video Games (DVGs) in STEM Education (Isha DeCoito and Lisa K. Briona).- Chapter 7. A Self-study on Teaching Integrated STEM Education to K-12 Science and MathematicsTeachers (Xinying Yin).- Chapter 8. Learning for the Real World: Interdisciplinary Challenge Projects to Facilitate Real World Learning in STEM (Jessica Dobrin).- Chapter 9. Collaboratively Learning to Teach STEM: A Model for Learning to Integrate STEM Education in Preservice Teacher Education (Sevil Akaygun and Fatma Aslan-Tutak).- Part III: Critical Questions in STEM.- Chapter 10. Public Portrayal of Indiana STEM Certified Schools (Steven Newman, Taukir Ahmed Khan, Meize Guo, Alex Gerber, Angela Burgess, and Valarie L. Akerson).- Chapter 11. Current Praxis and Conceptualization of STEM Education: A Call for Greater Clarity in Integrated Curriculum Development (Christopher Sgro, Trisha Bobowski, &Alandeom W. Oliveira).- Chapter 12. Future Elementary Teachers' Perspectives on the Importance of STEM (Lauren Madden, James E. R. Beyers, and Nicole Stanton).- Chapter 13. Switching Lanes or Exiting? STEM Experiences, Perceptions, and Identity Construction among College STEM Switchers

Valarie L Akerson is a Professor of Science Education at Indiana University, and a former elementary teacher. Her research focuses on preservice and inservice elementary teachers' ideas about Nature of Science, as well as their teaching practices. She is a Past-President of the Association for Science Teacher Education and a Past-President for NARST: A worldwide organization for improving science teaching and learning through research.
Gayle Buck is an Associate Dean for Research, Development & Innovation, as well as a Professor of Science Education. Previously a middle level science teacher in both urban and rural schools, Professor Buck now teaches courses in science, STEM education and teacher education. Her research explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions in teaching and learning, and 3) pragmatic and participatory approaches to educational research.