Taking a future-oriented approach, this book addresses students’ ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students.
STEM education is essential to understanding and solving many of the world’s major challenges. However, the kind of interdisciplinary modes of thinking required to tackle such unforeseen problems is lacking in most STEM education delivery. This book examines the various ways of thinking that can be applied to effective STEM-based problem solving across K-12 education. These include design and design-based thinking, systems thinking and modeling, critical thinking, innovative and adaptive thinking, intuition in problem solving, and computational and algorithmic thinking. Across the chapters, the authors’ interdisciplinary perspectives give further depth to understanding how students learn and apply their thinking to solve STEM-based problems. The book also provides guidance on how to assess ways of thinking in STEM education, to ensure educators can recognize students’ progress and development.
Bringing together a team of international experts, this book is essential reading for pre-service teachers, teacher educators, and researchers in STEM education.
Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Taking a future-oriented approach, this book addresses students' ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students.
1. STEM-based Problem Solving in a New Era
2. STEM in a changing world:
insider and outsider perspectives
3. Global creative disruption and
implications for STEM-based problem solving and learning
4. STEM ways of
thinking: Elementary grade learners possibility and adaptive thinking in
STEM-rich contexts
5. The critical role of intuition in problem solving
6.
Nexus for STEM Problem Solving and Transfer Research: Instruction First or
Productive Failure First?
7. Students Systems Modeling: A Classroom of the
Future
8. Systems thinking in the early grades
9. Systems Thinking Journeys
of Preschool Teachers: A Leverage Point for Problem Solving
10. Perspectives
on Design Thinking within STEM
11. Design-based thinking in problem solving
in technology and across the STEM disciplines
12. Engineering Design in
STEM-based Problem Solving
13. Engineering design reasoning for conscientious
decision-making
14. Critical thinking in STEM education
15. Critical Thinking
in Mathematics and Mathematical Modelling Related to STEM
16. Computer
programming puzzles, mathematics education, and the culture of learning
17.
Computational Problem Solving in STEM education
18. Challenges in assessing
students STEM-based problem solving
19. Ways of thinking and STEM-based
problem solving: Toward the future
Lyn D. English is Professor of Mathematics/STEM Education at the Queensland University of Technology, Australia. Her areas of research include mathematics/STEM education, ways of thinking in integrated STEM-based problem solving, mathematical modeling, engineering education, and reasoning with probability and statistics. She is a Fellow of The Academy of the Social Sciences in Australia, and the founding editor (1997) of the international journal, Mathematical Thinking and Learning (Taylor & Francis).
Timothy Lehmann is Senior Lecturer in Secondary Mathematics Education at the Queensland University of Technology, Australia. His areas of research are the teaching and learning of secondary mathematics topics including measurement, calculus, discrete mathematics, and the development of computational thinking in mathematics and STEM education.
