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Reconceptualizing STEM Education

Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council's A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website <> highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.
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Table of Contents

CONTENTS * Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer Theme 1: Systems Thinking * Thinking about a System and Systems Thinking in Engineering Thomas A. Litzinger * Diagnostic Instruction: Toward an Integrated System for Classroom Assessment Jim Minstrell, Ruth Anderson, and Min Li * Response 1: Systems Thinking as a Design Problem Marcela Borge * Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems William R. Penuel Theme 2: Model-Based Reasoning * Modeling Authentic STEM Research: A Systems Thinking Perspective Annmarie R. Ward * Meeting the Standards for STEM Educations: Individual and National Needs Spencer A. Benson * Response 1: Model-Based Reasoning in Professional Development Hilda Borko * Response 2: "Where is the line?" Brian P. Coppola Theme 3: Quantitative Reasoning * Quantitative Reasoning in Mathematics Education: Directions in Research and Practice Heather Lynn Johnson * Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning Anthony J. Petrosino * Response 1: Quantitative Reasoning in STEM Disciplines Robert Mayes * Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability Rose Mary Zbiek Theme 4: Equity, Epistemic, and Ethical Outcomes * Educational and Ethical Dilemmas for STEM Education in Pennsylvania's Marcellus Shale Gasfield Communities Catharine Biddle & Kai A. Schafft * Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge Jonathan Osborne * Response 1: Views from Above and Below: Access to Science Education Nancy Brickhouse * Response 2: The Values of Science Literacy Nancy Tuana Theme 5: STEM Communication and Policy Outreach * Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen * New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World Jean Moon * Response 1: School-System Contexts for Professional Development Edward J. Fuller * Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation Drew H. Gitomer Reflections and Summary * Reflections on the Waterbury Summit: STEAM And Systems Thinking Stephanie E. Vasko * Summary: Driving Change Forward Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl About the Authors Waterbury Summit Participants

About the Author

Richard A. Duschl is the Kenneth B. Waterbury Chaired Professor in Secondary Education, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, USA. Amber S. Bismack is a Ph.D. student, Department of Educational Studies (Science Education), School of Education, The University of Michigan, USA.

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