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| 008 | 170606s2017 gw | s |||| 0|eng d | ||
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_a9783319562971 _9978-3-319-56297-1 |
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_a10.1007/978-3-319-56297-1 _2doi |
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_aSTEM and Social Justice: Teaching and Learning in Diverse Settings _h[electronic resource] : _bA Global Perspective / _cedited by Cheryl B. Leggon, Michael S. Gaines. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2017. |
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| 300 |
_aXVI, 145 p. 19 illus., 12 illus. in color. _bonline resource. |
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_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter 1. Introduction and Overview: Teaching and Learning STEM and Social Justice -- Part I Teaching and Learning STEM in Formal Settings -- Chapter 2 Science Made Sensible -- Chapter 3 Te Ropu Awhina: A Model for Building Post-secondary Maori and Pacific STEM Capability in Aotearoa/New Zealand -- Chapter 4.Enhancing Global Research and Education G-STEM at Spelman College -- Part II Teaching and Learning STEM in Informal Settings -- Chapter 5 Recent Research on Science Engagement in Informal Settings in South Africa -- Chapter 6 Recent Research on Science Engagement in Informal Settings in South Africa -- Chapter 7 Science Museums, Science Education and Social Justice -- Part III The Role of Professional Societies -- Chapter 8 Critical contemporary questions for engineering education in an unequal society: Deliberations for the South African Society for Engineering Education (SASEE) -- Part IV Lessons Learned and the Way Forward -- Chapter 9 Lessons Learned Across Settings, and the Way Forward. | |
| 520 | _aThis volume focuses on selected innovative programs designed to augment the science, engineering, engineering and mathematics (STEM) workforce through increasing and enhancing the participation of under-represented groups. The programs span the STEM career pathway-primary, secondary, and tertiary education-and professional development and socialization-in the United States, South Africa, and New Zealand. Similarities as well as differences between and among programs across nations will be systematically analyzed for lessons learned. The conceptualization for this volume developed over the past several years during various international conferences-starting in Havana, Cuba in 2006, and continuing at meetings in Japan (2014), South Africa (2013 and 2015), and New Zealand (2015). | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aEducational policy. | |
| 650 | 0 | _aducation and state. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aLearning & Instruction. |
| 650 | 2 | 4 | _aEducational Policy and Politics. |
| 700 | 1 |
_aLeggon, Cheryl B. _eeditor. |
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| 700 | 1 |
_aGaines, Michael S. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319562964 |
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_3e-book _zFull-text access _uhttps://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-3-319-56297-1 |
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