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Investigating the epistemic nature of STEM: analysis of science curriculum documents from the USA using the family resemblance approach

Abstract:

Although STEM education has been prevalent in curriculum policy and research literature, the precise epistemic nature of STEM and how it applies in education are relatively understudied. In this chapter, we use the framework of the Family Resemblance Approach (FRA) as a basis for highlighting the epistemic similarities and differences between the constituent STEM disciplines as represented in two US science curriculum documents. FRA allows for understanding constituent disciplines of STEM as ...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1007/978-3-030-52229-2_8

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author

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Role:
Editor
Role:
Editor
Publisher:
Springer Publisher's website
Pages:
137-155
Series:
Advances in STEM Education
Host title:
Integrated Approaches to STEM Education: An International Perspective
Chapter number:
8
Publication date:
2020-12-24
DOI:
EISBN:
9783030522292
Pubs id:
1156699
Local pid:
pubs:1156699
ISBN:
9783030522285

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