Boundary crossing pedagogy in STEM education

Boundary crossing pedagogy in STEM education

• Leung, Allen Hong Kong Baptist University

International Journal of STEM Education, 7(0), - , 2020

SpringerOpen

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction

STEM Education Integrated Pedagogy Boundary Crossing Boundary Object Learning Dialogical Processes

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an interactive pedagogical framework is put forward accompanied by a provisional statement to relate the connective factors that are critical in the formation of a boundary crossing STEM pedagogy. These factors are situated learning, communities of practices, problem solving, learning dialogical processes, and boundary objects. A Hong Kong school STEM case is employed to illustrate the applicability of this framework. The commentary ends with a reflective remark on boundary crossing STEM pedagogy. Copyright ©SpringerOpen.

• English

Journal Articles

• 21967822

https://bibliography.lib.eduhk.hk/en/bibs/2f3b66e3

2021-04-13