Teaching STEM Through Historical Reconstructions: The Future Lies in the Past
David A. Slykhuis, James Madison University, United States ; Martin-Hansen Lisa, California State University, Long Beach, United States ; Christine D. Thomas, Georgia State University, United States ; Steven Barbato, International Technology and Engineering Educator Association, United States
CITE Journal Volume 15, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Although we would agree that the components of STEM do not need to be taught all together, all the time, authentic exemplary integrated STEM curricula are difficult to find. When educators refer to integrated STEM teaching and learning, they often mean SM (science and math) or TE (technology and engineering), and one might even find STM or SEM. Integrated STEM is defined in this paper as a lesson that combines all aspects of STEM: science, technology, engineering, and mathematics in a unique way that is dependent upon all of the fields.
Slykhuis, D.A., Lisa, M.H., Thomas, C.D. & Barbato, S. (2015). Teaching STEM Through Historical Reconstructions: The Future Lies in the Past. Contemporary Issues in Technology and Teacher Education, 15(3), 255-264. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2015 Society for Information Technology & Teacher Education
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Examining the Effects of Digital Fabrication in Middle School: Comparing Gifted and Non-Gifted Students
Vince Moore, Breckenridge ISD, United States; Tandra Tyler-Wood, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 361–366
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