- ホーム
- > 電子洋書
Description
This edited volume is an invitation to redesign STEM higher education. It shows the way to active learning in diverse scenarios and provides educators, leaders and policymakers with a visionary approach to active learning and hands-on examples of how education can help students navigate complexity and unpredictability—the challenges of contemporary society.
Featuring contributions from a diverse array of scholars and practitioners, this book explores:
· Creative learning strategies
· Dynamic teacher-student interactions
· Innovative assessment methods
· The design of engaging learning environments
Integrating science education with perspectives from pragmatism, science and technology studies, the humanities, art and design, this book presents a framework for understanding knowledge as an evolving, performative process. Through insightful case studies, the book emphasises agency and creativity as essential elements of learning, promoting interdisciplinary collaboration and flexible problem-solving.
Chapters 1 and 7 are available open access under a Creative Commons Attribution 4.0 International License via link. springer.com
Table of Contents
Chapter 1.Introduction: Creative Pragmatics in a Complex World.- Chapter 2.Participatory Design for STEM Education.- Chapter 3.Creative Learning and Artefacts in Mathematics Education.- Chapter 4. Active and Agentic: Student-Centred Learning in a 2-Year Introductory Science Program.- Chapter 5. Spaces for Active Learning in University Science Education.- Chapter 6. Tackling Global Design Innovation Challenges through Project-Based Learning: Stanford ME310 and the SUGAR Network.- Chapter 7. FabLabs and the Maker Movement: Learning through Making.- Chapter 8. Studio-based Learning for Design Practice.- Chapter 9. Evaluating STEM-Education: Developing Teaching through Assessment with Emotion.- Chapter 10. A Pedagogy of Enactment: On Active Learning in Science Teacher Education.- Chapter 11. Innovating Science Education at a National Level.- Chapter 12. Rethinking ‘Creative Pragmatics’ and Future STEM Education.
