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Building Blocks of STEM Act : report (to accompany H.R. 3397) (including cost estimate of the Congressional Budget Office)
| Building Blocks of STEM Act : report (to accompany H.R. 3397) (including cost estimate of the Congressional Budget Office) |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [U.S. Government Publishing Office], , [2018] |
| Descrizione fisica | 1 online resource (17 pages) |
| Collana | Report / 115th Congress, 2d session, House of Representatives |
| Soggetto topico |
Federal aid to research - United States
Science - Study and teaching (Early childhood) Technology - Study and teaching (Early childhood) Engineering - Study and teaching (Early childhood) Mathematics - Study and teaching (Early childhood) |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Building Blocks of STEM Act |
| Record Nr. | UNINA-9910706873203321 |
| [Washington, D.C.] : , : [U.S. Government Publishing Office], , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
STEM education in the early years : thinking about tomorrow / / Kevin Larkin, Thomas Lowrie
| STEM education in the early years : thinking about tomorrow / / Kevin Larkin, Thomas Lowrie |
| Autore | Larkin Kevin M. |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (161 pages) : illustrations |
| Disciplina | 372.7 |
| Soggetto topico |
Mathematics - Study and teaching (Early childhood)
Technology - Study and teaching (Early childhood) Engineering - Study and teaching (Early childhood) Science - Study and teaching (Early childhood) Educació STEM Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-2810-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgements -- Contents -- About the Authors -- 1 STEM in the Early Years: Laying the Foundations -- 1.1 Introduction -- 1.1.1 What is STEM? -- 1.1.2 The Importance of STEM Education -- 1.1.3 What is Involved in Delivering STEM Education? -- 1.2 Contemporary Issues in STEM Education in the Early Years -- 1.2.1 Gender Stereotypes and STEM Identity -- 1.2.2 STEM Education and Indigenous Perspectives -- 1.2.3 STEM in Disadvantaged Communities -- 1.2.4 What is Needed in STEM Education in Disadvantaged Communities? -- 1.3 Book Structure -- References -- 2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years -- 2.1 Introduction -- 2.2 [S, T, E, or M] or [STEM]? -- 2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning -- 2.3.1 The "Double Move" in Teaching -- 2.4 Five Approaches to Teaching STEM -- 2.4.1 STEM Schools -- 2.4.2 Project-Based Learning (PBL) -- 2.4.3 Inquiry-Based Learning (IBL) -- 2.4.4 Problem-Based Learning -- 2.4.5 An Integrated Approach to STEM Education -- 2.4.6 Advantages and Challenges of Integrated STEM Education -- 2.5 The Early Years Learning Framework (EYLF) -- 2.6 Intentional Teaching -- 2.6.1 Findings Regarding the Impact of Intentional Teaching -- 2.6.2 Practical Applications of Intentional Teaching -- 2.7 Conclusion -- References -- 3 Digital Technologies, Computational Thinking, and Robotics -- 3.1 Introduction -- 3.2 Access to Digital Technologies -- 3.3 The Educational Effects of Digital Technology -- 3.4 Specific Impact of Tablets -- 3.4.1 Access to Tablets and Apps -- 3.4.2 Ease of Use of Tablets -- 3.4.3 Impacts of the Use of Tablets -- 3.5 Information Regarding Quality Apps -- 3.6 Evaluation Tools -- 3.6.1 Methodologies for Evaluating Apps -- 3.6.2 Design Principles for the Creation of Quality Apps -- 3.7 Screen Time and Its Impact on Young Children.
3.7.1 New Understandings of Screen Time -- 3.8 Computational Thinking (CT) -- 3.8.1 Importance of Computational Thinking (CT) -- 3.9 Robotics -- 3.9.1 Robotics and Gender -- 3.9.2 Robotics as a Form of Manipulatives -- 3.9.3 Robotics and Learning -- 3.9.4 Sequencing With Robotics -- 3.9.5 Reasoning and Problem Solving With Robotics -- 3.10 Conclusion -- References -- 4 Play, Digital Play, and Play-Based Learning -- 4.1 Introduction -- 4.2 Play -- 4.3 Digital Play -- 4.3.1 The Digital Play Framework (DPF) -- 4.4 Playful Explorations -- 4.5 An Ecological Approach to Digital Play -- 4.6 Play-Based Learning -- 4.6.1 Guided Play -- 4.6.2 Our Approach to Play-Based Learning in the ELSA Program -- 4.7 Conclusion -- References -- 5 Early Childhood Educators and STEM Education -- 5.1 Introduction -- 5.2 STEM and Early Childhood Educators -- 5.2.1 Educator Beliefs Regarding STEM -- 5.2.2 Impact of Educator Beliefs on the Teaching of STEM -- 5.2.3 Educator Knowledge of STEM -- 5.3 Professional Development (PD) -- 5.3.1 Early Childhood Educators and Their STEM Professional Development (PD) Needs -- 5.3.2 Forms of Professional Development (PD) -- 5.3.3 Specific Need for Engineering Professional Development (PD) -- 5.3.4 Teacher Reflections Regarding Professional Development (PD) -- 5.3.5 Principles and Guidelines for Professional Development (PD) in Digital Technologies -- 5.4 Conclusion -- References -- 6 STEM Education Beyond the "School Fence" -- 6.1 Introduction -- 6.2 The Impact of Parents and Families on STEM Learning -- 6.2.1 Influence of Parents in Science -- 6.2.2 Increasing Parental Involvement in Science -- 6.2.3 Influence of Parents in Mathematics -- 6.2.4 Increasing Parental Involvement in Mathematics -- 6.2.5 Influence of Parents in Engineering -- 6.2.6 Influence of Parents in Digital Technologies. 6.2.7 The Role of Parents in Supporting the Use of Digital Technology in the Home -- 6.2.8 The Importance of Parent Language in Supporting STEM Learning -- 6.2.9 Our Contribution in Supporting Parents and Families -- 6.3 Alternatives to School-Based STEM Education -- 6.3.1 STEM in Museums and Other Public Places -- 6.3.2 Partnerships in STEM Education -- 6.3.3 STEM Events -- 6.3.4 Benefits of STEM Partnerships and STEM Events -- 6.3.5 Issues with STEM Partnerships and STEM Events -- 6.4 Conclusion -- References -- 7 A Way Forward for STEM in the Early Years -- 7.1 Introduction -- 7.2 Conception of Play Underpinning ELSA -- 7.3 STEM Practices Framework and ERA: Our Proposal for Sustainable STEM Education -- 7.3.1 STEM Practices -- 7.3.2 Why STEM Practices? -- 7.3.3 Understanding the STEM Practices Approach -- 7.3.4 STEM Practices Framework -- 7.3.5 STEM Practices and Spatial Reasoning -- 7.3.6 Teaching STEM Practices -- 7.4 Experience, Represent, Apply (ERA) Heuristic -- 7.4.1 What is ELPSA? -- 7.4.2 ERA as a Design Heuristic for the Creation of Apps -- 7.5 Educator and Child Engagement in the ELSA Program -- 7.6 Conclusion -- References. |
| Record Nr. | UNINA-9910590087703321 |
Larkin Kevin M.
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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