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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.