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Department: Master of Education

Module Description: This module is planned to recognize the interdisciplinary connections among the science, math, and technology. It discusses the union of science, mathematics, and technology that forms the scientific endeavour and that makes it so successful. A major emphasis is placed on STEM and STEAM education. The module examines the parallel but separate development of math, science and technology, their differences and their connectedness. The impact of this interdisciplinary nature on K12 student learning, curricular and education policies and reforms for 21^{st} century will be addressed where appropriate.
Module text(s)
 Capraro, R.M., Margaret M. & Morgan J.R. (ed.). (2013). STEM projectbased learning: an integrated Science, Technology, Engineering, and Mathematics (STEM) approach. 2^{nd} edn. Sense Publishers.
 Duschl, R.A. (2016). Reconceptualizing STEM education. Routledge.
 Rennie, L., Venville, G. & Wallace, J. (eds). (2012). Integrating science, technology, engineering, and mathematics: issues, reflections, and ways forward. Taylor & Francis.
Recommended readings
 Cunningham, C. M. and Duschl, R. A. (2018). Engineering in elementary stem education: curriculum design, instruction, learning, and assessment. New York, NY: Teachers College Press.
 Elmborg, J. (2006). Critical information literacy: implications for instructional practice. Journal of Academic Librarianship, vol. 32(2), pp. 192–199. Request this item
 Forawi, S. A. & Liang, X. (2005). Science electronic portfolio: developing and validating the scoring rubric. Journal of Science Education, vol. 2(6), pp. 9799. Request PDF
 Holt, D., Smissen, S. & 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. 327336. Request PDF
 Information Resources Management Association. (2018). K12 STEM education: breakthroughs in research and practice. Hershey, PA: IGI Global.
 Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in Higher Education, vol. 28(3), pp. 335352.
 LeverDuffy, J. & McDonald, J. (2008). Teaching and learning with technology. 4^{th} edn. Columbus, OH: Pearson Education.
 Llewellyn, D. (2011). Differentiated science inquiry. Thousand Oaks, Califorrnia: Corwin Press.
 Krajcik, J. S., Czerniak, C. L. & Berger, C. F. (2003). Teaching science in elementary and middle school classrooms: a projectbased approach. 2nd edn. Boston: McGrawHill.
 Mason, D. J., Mittag, K. C. & Taylor, S. E. (2003). Integrating mathematics, science, and technology: a skillbuilding approach. Boston: Allyn and Bacon.
 Philipp, R. A. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children's mathematical thinking. Issues in Teacher Education, vol. 17(2), pp. 7–26.
 Ronis, D. L. (2008). Problembased learning for math & science: integrating inquiry and the internet. 2nd edn. Thousand Oaks, CA: Corwin Press.
 Sherroda, S., Dwyerb, J. & 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 this item
 Weaver, G. C., Burgess, W. D., Childress, A. L. & Slakey, L. (eds). (2016). Transforming institutions: undergraduate stem education for the 21st century. West Lafayette, Indiana: Purdue University Press.