Department: Doctor of Education/ Doctor of Philosophy in Education
Module Description: This module is planned to provide readings and discourse of science education research and its interdisciplinary connections with other fields, such as technology, engineering arts, mathematics, and health. Research indicates that technological innovation accounted for almost half of the global economic growth over the past 50 years, and almost half of the 30 fastest-growing occupations in the next decade will require at least some background in STEM. Innovation remains tightly coupled with Science and related fields and exemplified on designs that are promised to transform our knowledge, economy, and employment in the 21st century just as science and technology did in the last. Therefore, this module discusses the connections of science, technology, engineering, arts, mathematics, and health that form the scientific endeavour and development. The module examines the parallel but separate development of these subjects/fields, their differences, their connectedness, and connection to science education especially to student learning, curricular implications, and education policies and reforms.
Caprano, R., Caprano, M. and Morgan, J. (2013). STEM project based learning: an integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers.
Koelen, M. and Ban, A. (2014). Health education and health promotion. RA440.5 .K597. Singapore: World Scientific Publishing Company.
Krajcik, J., Czerniak, C. and Berger, C. (2007). Teaching science in elementary & middle school classrooms: project-based approach. New York, NY: McGraw-Hill.
Kuhn, T. S. and Hacking, I. (2012). The structure of scientific revolutions. 4th edn. Chicago: University of Chicago Press.
Rennie, L., Venville, G. and Wallace, J. (eds). (2012). Integrating science, technology, engineering, and mathematics: issues, reflections, and ways forward. Taylor & Francis.
Ronis, D. (2008). Problem based learning for math and science: integrating inquiry and the internet. Thousand Oaks: Corwin press.
Burr, J. and Goldinger, M. (2004). Philosophy and contemporary issues. 9th edn. New Jersey, NJ: Prentice Hall.
DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, vol. 37(6), pp. 582-601. Request item
Elmborg, J. (2006). Critical information literacy: implications for instructional practice. Journal of Academic Librarianship, vol. 32(2), pp. 192-199.
El-Sayary, A., Forawi, S. and Mansour, N. (2015). ‘STEM education and problem-based learning’, in R. Wegerif, L. Li and C. Kaufman. (eds). Routledge international handbook of research on teaching thinking. Routledge.
Forawi, S. A. (2016). College student use of e-portfolios for assessment and reflective learning. The International Journal of Multidisciplinary Research, vol. 9(1), pp. 36-40. Request PDF
Forawi, S. A., Almekhlafi, A. G. and Al-Mekhlafy, M. H. (2012). Development and validation of pre- service teachers’ electronic portfolios in the UAE. US-China Education Review, Vol. 2(1), pp. 99-105. Request item
Glanz, K., Rimer, B. and Viswanath, K. (2015). Health behavior. Singapore: World Scientific Publishing Company.
Holt, D., Smissen, S. and Segrave, S. (2006). ’New students, new learning, new environments in higher education: literacies in the digital age’, in Proceedings of the 23rd Annual ASCILITE Conference “Who’s learning? Whose technology? (pp. 327-336). Open access
Johnston, B. and Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in Higher Education, vol. 28(3), pp. 335-352.
Laudan, L. (1977). Progress and its problems: towards a theory of scientific growth. Berkeley, CA: University of California Press.
Lever-Duffy, J. and McDonald, J. (2011). Teaching and Learning with Technology. 4th edn. Columbus, OH: Pearson Education.
Mason, D., Mittag, K. and Taylor, S. (2003). Integrating mathematics, science, & technology: a skill-building approach. Boston, MA: Allyn & Bacon.
Matthews, M. (2015). Science teaching: the role of history and philosophy of science. 2nd edn. London, UK: Routledge.
Phillip, R. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children’s mathematical thinking. Issues in Teacher Education, vol. 4, pp. 7-26.
Salinger, G. and Zuga, K. (2009). Background and history of the STEM movement. The overlooked STEM imperatives: Technology and Engineering. iteaconnect.org. Open access
Sanders, M. (2009. STEM, STEM education, STEMmania. The Technology Teacher, vol. 68(4), pp. 20-26.
Sherrod, S., Dwyerb, J. and Narayan, R. (2009). Developing science and math integrated activities for middle school students. International Journal of Mathematical Education in Science and Technology, vol. 40(2), pp. 247–257. Request item
Silvers, R. (ed.) (1995). Hidden histories of science. New York: New York Review. (articles by: Sacks, O., Miller, J., Gould, S., Kevles, D., and Lewontin, R.)
Streefland, L. (1991). Fractions in realistic mathematics education: a paradigm of developmental research. Dordrecht: Kluwer Academic Publishers.
Tsupros, N., Kohler, R. and Hallinen, J. (2009). STEM education: a project to identify the missing components. Intermediate Unit 1: Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University, Pennsylvania.
Zeidler, D. L. (2003). The role of moral reasoning on socioscientific issues and discourse in science education. The Netherland: Khuwer Academic Publishers.