期刊論文
Boundary crossing pedagogy in STEM education
EdLink- Boundary crossing pedagogy in STEM education
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- International Journal of STEM Education, 7(0), - , 2020
- SpringerOpen
- 2020
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- Hong Kong
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- 1997.7 onwards
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- 未指定或無法歸類
- 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.
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- 英文
- 期刊論文
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- 21967822
- https://bibliography.lib.eduhk.hk/tc/bibs/2f3b66e3
- 2021-04-13
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