Titlebook: Integrative STEM and STEAM Education for Real-Life Learning; David J. Shernoff Book 2024 The Editor(s) (if applicable) and The Author(s),

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Introduction to STEM and STEAM Education and its Real-Life Outcomes,al-world problems in the present, in contrast to mere preparation for future living. The chapter identifies factors explaining the growing importance of real-life education, and highlights its contemporary practice through integrative STEM (Science, Technology, Engineering, and Mathematics) and STEA

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Integrative STEM Teacher Professional Development,, there is a strong desire to understand the challenges and obstacles to promoting and developing integrative STEM curricula and instruction. In this chapter, a variety of definitions and conceptual frameworks for integrative STEM education are presented. Next, findings from an integrative STEM educ

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The Emergence of STEAM Instruction and Curricula Worldwide,thematics). By allowing students to become curious and take control of their learning, STEAM projects are frequently reported to be fun, exciting, motivating, and engaging. Just like integrative STEM education, educators have struggled with how to . STEAM education. We share a Rutgers CMSCE (Center

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STEM/STEAM Culture of Collaboration: A Separate World from Lecture Classes, experience that is qualitatively different from the heavy reliance on teacher-centered instruction. This is because collaboration and creativity are essential to spur innovation and multidisciplinary advances in many fields. In this chapter, we will discuss the salience of collaboration to support

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Educational Video Games and Technology Integration,aying challenging educational video games requires complex problem-solving, the acquisition of knowledge, and application of new skills. We report on the results of a 4-year study evaluating the extent to which a video game approach to undergraduate engineering education increased student engagement

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