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Commentary: Models and modelling for authentic STEM education: reinforcing the argument
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0829-3349
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0001-8888-6843
2019 (English)In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, article id UNSP 22Article in journal, Editorial material (Refereed) Published
Abstract [en]

This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

Place, publisher, year, edition, pages
Springer, 2019. Vol. 6, article id UNSP 22
Keywords [en]
Authenticity; Models; Modelling; STEM education; STEM literacy
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URN: urn:nbn:se:liu:diva-158962DOI: 10.1186/s40594-019-0178-zISI: 000473212800001OAI: oai:DiVA.org:liu-158962DiVA, id: diva2:1338149
Available from: 2019-07-19 Created: 2019-07-19 Last updated: 2019-08-19Bibliographically approved

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Hallström, JonasSchönborn, Konrad

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