Models and modelling for authentic STEM education: reinforcing the argument
Abstract This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. T...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2019-06-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40594-019-0178-z |
| _version_ | 1818383339564826624 |
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| author | Jonas Hallström Konrad J. Schönborn |
| author_facet | Jonas Hallström Konrad J. Schönborn |
| author_sort | Jonas Hallström |
| collection | DOAJ |
| description | Abstract This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy. |
| first_indexed | 2024-12-14T03:04:48Z |
| format | Article |
| id | doaj.art-78049d6836fe4f2a941855fb9c3400e5 |
| institution | Directory Open Access Journal |
| issn | 2196-7822 |
| language | English |
| last_indexed | 2024-12-14T03:04:48Z |
| publishDate | 2019-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj.art-78049d6836fe4f2a941855fb9c3400e52022-12-21T23:19:25ZengSpringerOpenInternational Journal of STEM Education2196-78222019-06-016111010.1186/s40594-019-0178-zModels and modelling for authentic STEM education: reinforcing the argumentJonas Hallström0Konrad J. Schönborn1Department of Social and Welfare Studies (ISV), Linköping UniversityDepartment of Science and Technology (ITN), Linköping UniversityAbstract This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.http://link.springer.com/article/10.1186/s40594-019-0178-zAuthenticityModelsModellingSTEM educationSTEM literacy |
| spellingShingle | Jonas Hallström Konrad J. Schönborn Models and modelling for authentic STEM education: reinforcing the argument International Journal of STEM Education Authenticity Models Modelling STEM education STEM literacy |
| title | Models and modelling for authentic STEM education: reinforcing the argument |
| title_full | Models and modelling for authentic STEM education: reinforcing the argument |
| title_fullStr | Models and modelling for authentic STEM education: reinforcing the argument |
| title_full_unstemmed | Models and modelling for authentic STEM education: reinforcing the argument |
| title_short | Models and modelling for authentic STEM education: reinforcing the argument |
| title_sort | models and modelling for authentic stem education reinforcing the argument |
| topic | Authenticity Models Modelling STEM education STEM literacy |
| url | http://link.springer.com/article/10.1186/s40594-019-0178-z |
| work_keys_str_mv | AT jonashallstrom modelsandmodellingforauthenticstemeducationreinforcingtheargument AT konradjschonborn modelsandmodellingforauthenticstemeducationreinforcingtheargument |