Overview

This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world. Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book: ■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students; ■ describes and evaluates different curriculum models for STEM; ■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM; ■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school; ■ looks to ways schools can manage and sustain STEM approaches in the long-term. This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students.

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9780367330460

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Reviews

Those who found useful the first edition of the book published in 2014, will not be disappointed by this revision. It has been significantly updated and contains a good deal of additional content. This book will be particularly useful to schoolteachers, interested in both curriculum development in their workplace and their own personal development. It provides an accessible source to inform their thinking and draws together perspectives from the contributing disciplines, key authors and initiatives that underpin STEM education. It should also feature in indicative reading lists for initial teacher education (ITE), assisting student's development of their ability to draw links between subjects and understand better their own subject's contribution. - Andy Mitchell, Design and Technology Education: An International Journal

Author Information

Prof. Frank Banks is Emeritus Professor in Teacher Education at The Open University in the UK where he directed the innovative on-line initial teacher education programme. Frank has worked as a school teacher of science, engineering and technology in different secondary high schools in England and in Wales. Dr David Barlex is an acknowledged leader in design and technology education, curriculum design and curriculum materials development. A former school teacher and Senior Lecturer in Education at Brunel University, David’s teacher development activity stems from his conviction that there should be a dynamic relationship between curriculum development and academic research.

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