RT info:eu-repo/semantics/article
T1 A Framework for Epistemological Discussion on Integrated STEM Education
A1 Ortiz Revilla, Jairo
A1 Adúriz Bravo, Agustín
A1 Greca Dufranc, Ileana María
K1 Philosophy of science
K1 Integrated STEM education
K1 Nature of STEM
K1 Family Resemblance Approach
K1 Seamless web
K1 Humanist science education
K1 Enseñanza primaria
K1 Education, Primary
K1 Ciencias naturales
K1 Natural history
AB In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. “Integrated STEM education” is one of the most recent interdisciplinary proposals and, under its umbrella, school disciplines are beginning to be integrated in an educationally fruitful way. STEM as a renovated approach is gaining ground, despite the infancy of its philosophical analysis. Explicit epistemological discussion of integrated STEM proposals is either absent or blurred. The overall aim of this paper is therefore to establish an initial framework for philosophical discussion, to help analyse the aims and discourse of integrated STEM education, and consider the implications that adopting any particular epistemological view might have on the aims for general education, and on the construction of science curricula oriented towards citizenship and social justice. We envisage humanist values for integrated STEM education and, after revisiting the currently proposed relationships between the STEM knowledge areas, we adopt a model of a “seamless web” for such relationships that is coherent with humanist values. A few issues emerging from this model are addressed through the lens of the so-called “family resemblance approach”, a framework from the field of research on the nature of science, in order to identify some potential central features of “nature of STEM”.
PB Springer Nature
SN 0926-7220
YR 2020
FD 2020-06
LK http://hdl.handle.net/10259/9064
UL http://hdl.handle.net/10259/9064
LA eng
NO This study was partially funded by the European Union through project 2017-1- 21 ES01-KA201-038204, by the Ministry of Economy, Industry and Competitiveness of Spain through 22 project EDU2017-89405-R and by the Junta de Castilla y León through project BU096G18.
DS Repositorio Institucional de la Universidad de Burgos
RD 19-may-2024