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- W2588901005 abstract "Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of in-depth STEM knowledge. In this paper, we conjecture that the challenge of generating integrated STEM curriculum units that overcome this limitation and facilitate in-depth learning of and about STEM can be met by the use of three types of big ideas: within-discipline big ideas that have application in other STEM disciplines, cross-discipline big ideas, and encompassing big ideas. We provide a six-component framework (together with an example of the framework in action) that can be used to scaffold pre- and in-service teachers’ development of integrated STEM curriculum units based around these types of big ideas. The paper concludes by discussing possible directions for future research and development in this field." @default.
- W2588901005 created "2017-02-24" @default.
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- W2588901005 date "2017-02-14" @default.
- W2588901005 modified "2023-10-11" @default.
- W2588901005 title "Implementing “Big Ideas” to Advance the Teaching and Learning of Science, Technology, Engineering, and Mathematics (STEM)" @default.
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- W2588901005 doi "https://doi.org/10.1007/s10763-017-9799-1" @default.
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