Opportunities for integrated education in STEM

Szerzők

  • Tamás Kersánszki
  • Jolien de Meester
  • Sascha Spikic
  • Judit Módné Takács

DOI:

https://doi.org/10.3311/ope.502

Absztrakt

Teachers in STEM (Science + Technology + Engineering + Mathematics = Science + Technology + Engineering + Mathematics) have a unique role in motivating and attracting their students' professions for which science, technology, engineering or mathematics degrees are required. However, STEM teachers do not acquire such interdisciplinary, interrelated in-depth knowledge sufficient for education during their training. Interdisciplinary STEM education requires teachers to have a good understanding and understanding of the concept of integrated STEM education (C. C. Johnson et al., 2020). In primary and secondary education, teachers in science and mathematics should be trained interdisciplinary in parallel with discipline-specific pedagogical studies. (Holik - Sanda, 2021).

Szerző életrajzok

Tamás Kersánszki

Tamás Kersánszki has been working in the field of innovation and knowledge management at Óbuda University for 11 years. He has a social politics (MA) and project manager specialist qualification. He has been a manager and professional implementer of several innovations and researches international and national projects in recent years. His field of research is secondary and higher education innovation and STEAM.

Jolien de Meester

Doctor of Engineering, educational developer at Hogeschool Gent.

 

 

Sascha Spikic

Postdoctoral researcher at KU Leuven.

Judit Módné Takács

I am working as a master teacher at the Alba Regia Faculty of Engineering of the University of Óbuda, teaching various programming languages and algorithmic skills. During my work, I participated in curriculum development, proofreading and project coordination several times. I am a 1st year PhD student at the Doctoral School of Security Sciences of the University of Óbuda. In my studies, I pay special attention to the development of safety awareness.

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Megjelent

2022-08-04

Folyóirat szám

Évf. 9 szám 2 (2022): Issue 33

Rovat

Studies