Nature of Scientific Knowledge and Scientific Inquiry

The emphasis on the integration of science, technology, engineering, and mathematics (STEM) is viewed as a curriculum/teaching approach to achieve scientific literacy. Nature of scientific knowledge (known as NOS or NOSK) and scientific inquiry (SI) have

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Valarie L. Akerson Gayle A. Buck  Editors

Critical Questions in STEM Education

Contemporary Trends and Issues in Science Education Volume 51

Series Editors Dana L. Zeidler, University of South Florida, Tampa, USA Editorial Board John Lawrence Bencze, University of Toronto, Toronto, ON, Canada Michael P. Clough, Iowa State University, Ames, IA, USA Fouad Abd-El-Khalick, University of North Carolina, Chapel Hill, NC, USA Marissa Rollnick, University of the Witwatersrand, Johannesburg, South Africa Troy D. Sadler, University of Missouri, Columbia, MO, USA Svein Sjøeberg, University of Oslo, Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry D. Yore, University of Victoria, British Columbia, Canada

The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues impacting science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the field is found in this series. Authoritative works based on empirical research and/or conceptual theory from disciplines including historical, philosophical, psychological and sociological traditions are represented here. Our goal is to advance the field of science education by testing and pushing the prevailing sociocultural norms about teaching, learning, research and policy. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: Claudia.Acuna@ springer.com More information about this series at http://www.springer.com/series/6512

Valarie L. Akerson  •  Gayle A. Buck Editors

Critical Questions in STEM Education

Editors Valarie L. Akerson Curriculum & Instruction Indiana University Bloomington, IN, USA

Gayle A. Buck Curriculum & Instruction Indiana University Bloomington, IN, USA

ISSN 1878-0482     ISSN 1878-0784 (electronic) Contemporary Trends and Issues in Science Education ISBN 978-3-030-57645-5    ISBN 978-3-030-57646-2 (eBook) https://doi.org/10.1007/978-3-030-57646-2 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implie

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