INTEGRATIVE STEM EDUCATION AS “BEST PRACTICE”
Abstract
In accordance with the conference theme—“Exploring Best Practice in Technology Design
& Engineering Education”— I make a case in this paper for investigating “integrative
STEM education” as a prospective best practice in technology education. I begin with an
embellished operational definition of integrative STEM education and follow that with an
extensive rationale for investigating the integrative STEM education pedagogical model as
a technology education best practice. In the latter part of the paper I discuss the “design
experiment” research methodology (Brown, 1992; Collins, 1992) and make the case that
technology education researchers employ this methodology in their investigations of
integrative STEM education. Design experiment methods are ideally suited to investigating
innovative pedagogies and would benefit technology education by concurrently improving
the integrative STEM education pedagogical model while generating new theories of
technological learning, S, T, E, & M learning, and integrative STEM learning.
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