Department: Doctor of Education/ Doctor of Philosophy in Education
Module Description: This module is planned to provide readings and discourse of STEM and STEAM education research and its interdisciplinary, multidisciplinary and transdisciplinary connections. STEM/STEAM education is becoming a major catalyst of educational reform and development internationally and in the United Arab Emirates. Therefore, this module provides a broader discourse of research readings in different topics/issues of science, technology, engineering, arts, and mathematics fields. The module examines the parallel but separate development of these subjects/fields, their differences, their connectedness, and connection to education, policy and strategic planning, curricular implications and especially to K-16 student learning. Finally, each student will be catered to to develop their research topic of interest within the module concentration.
Caprano, R., Caprano, M. & Morgan, J. (2013). STEM project based learning: an integrated science, technology, engineering, and mathematics (STEM). 2nd edn. Rotterdam: Sense Publishers.
Duschl, R. A. (2016). Reconceptualizing STEM education. New York, NY: Routledge.
Rennie L. J, Venville, G. J. and Wallace, J. (2012). Integrating science, technology, engineering, and mathematics: issues, reflections, and ways forward. New York: Routledge.
Ronis, D. L. (2008). Problem-based learning for math & science: integrating inquiry and the internet. 2nd edn. Thousand Oaks, CA: 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.
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: theory, research, and practice. 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.
Johnson, C., Peters-Burton, E. & Moore, T. (2017). STEM road map. Amazon.
Krajcik, J., Czerniak, C. and Berger, C. (2007). Teaching science in elementary & middle school classrooms: project-based approach. New York, NY: McGraw-Hill.
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.
Matthews, M. (2015). Science teaching: the role of history and philosophy of science. 2nd edn. London, UK: Routledge.
Mason, D., Mittag, K. and Taylor, S. (2003). Integrating mathematics, science, & technology: a skill-building approach. Boston, MA: Allyn & Bacon.
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.
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.
Salinger, G. and Zuga, K. (2009). Background and history of the STEM movement. The overlooked STEM imperatives: Technology and Engineering. iteaconnect.org.
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.) articles by: Sacks, O., Miller, J., Gould, S., Kevles, D. and Lewontin, R. (1995). Hidden histories of science. New York: New York Review.
Streefland, L. (1991). Fractions in realistic mathematics education: a paradigm of developmental research. Dordrecht: Kluwer Academic Publishers.
National Academy of Engineering. Committee on Integrated STEM Education and National Research Council (U.S.). (2014). STEM Integration in K-12 education: status, prospects, and an agenda for research. Washington, DC: National Academies Press.
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. Open resource
Zeidler, D. L. (2003). The role of moral reasoning on socioscientific issues and discourse in science education. The Netherland: Khuwer Academic Publishers.