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ERIC Number: EJ1103340
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1492-6156
Reconceptualizing St®E(A)M(S) Education for Teacher Education
Krug, Don; Shaw, Ashley
Canadian Journal of Science, Mathematics and Technology Education, v16 n2 p183-200 2016
This article examines science, technology, engineering, and math (STEM) education as represented in North American educational contexts. In this article we will argue that the dominant view of STEM education as currently circulated and practiced in the United States and Canada is not much more than an acronym of discrete disciplinary areas. We offer a critical review of popular literature about STEM education and argue that too much emphasis in popular culture is currently on a quick fix of recent global economic conditions. Critical inquiry is proposed as a method for teacher candidates to "reflexively deliberate" on why curriculum integration (i.e., ®), the arts and humanities [i.e., (A)] and sustainability education [i.e., (S)] are important areas of STEM education. We discuss why an integrated view of ST®E(A)M(S) education that honors disciplinary content but does not succumb to disciplinary isolation is needed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; North America; United States
Grant or Contract Numbers: N/A