By Nataly Z. Chesky, Mark R. Wolfmeyer
ISBN-10: 1137535466
ISBN-13: 9781137535467
ISBN-10: 1349568775
ISBN-13: 9781349568772
Philosophy of STEM schooling makes use of philosophical easy methods to examine STEM education's objective and assumptions. It information the why (axiology), the how (epistemology) and the what (ontology) of STEM by means of drawing upon numerous philosophies of schooling, technology, arithmetic, and expertise.
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Extra resources for Philosophy of STEM Education: A Critical Investigation
Sample text
Axiology, ontology, and epistemology delve into an overview of these three categories with respect to each subarea of STEM, starting with mathematics and science. Technology and engineering are included as an add-on to science; for example, in each section the concept of science and technology studies (STS) is addressed. In this chapter we are drawing primarily on the education research literature that contains far less on technology and engineering education than it does on mathematics and science.
We do not see an aesthetic correlation unless we can argue that fostering a political agency is an aesthetic experience. However, we do see a direct relationship to radical constructivism since the individual gains access to knowledge directly, which may harness the critical “consciousness” critical pedagogues hope to achieve in the classroom. What is interesting for modern education of mathematics is that Freire saw how “massified” consciousness is more prevalent in technological societies such as ours and is a major factor in determining the inability of subjugated people to actively engage in their own revolutionary agendas.
NSTA, 2004) Interestingly, this research community shows beginning support of newer philosophies of science, rather than the more traditional, modern forms that emphasize rational process to discover objective truths about the natural world. Among NSTA’s declarations of teaching through inquiry, is the following suggestion that multiple methods, not just a rigid scientific method, can lead to scientific discovery: “That there is no fixed sequence of steps that all scientific investigations follow.
Philosophy of STEM Education: A Critical Investigation by Nataly Z. Chesky, Mark R. Wolfmeyer
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