Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity

2021 ◽  
Author(s):  
Jennifer Schellinger ◽  
Lama Z. Jaber ◽  
Sherry A. Southerland
Keyword(s):  
Science And Engineering ◽  
Integrated Science ◽  
Engineering Activity

The Current Emphasis on Science and Technology in Nigeria: Dilemmas for Art Education

Leonardo ◽  
2010 ◽  
Vol 43 (3) ◽  
pp. 269-273 ◽  
Author(s):  
I.B. Kashim ◽  
O.S. Adelabu
Keyword(s):  
Visual Arts ◽  
Paradigm Shift ◽  
Industrial Design ◽  
Developing Economies ◽  
Science And Technology ◽  
Creative Arts ◽  
Science And Engineering ◽  
Integrated Science ◽  
Visual Arts Education ◽  
Current Emphasis

Nigerian educational policies continue to emphasize the development of science and technology. Arts are being relegated to the background as a result of this emphasis. This paradigm shift has affected visual arts education in Nigeria. The number of those seeking admission into science- and engineering-based courses has risen tenfold in spite of the limited infrastructural facilities available, while the number seeking admission to creative arts continues to dwindle yearly. Those who had been preparing for courses in engineering and science but could not secure admission are often absorbed into arts-based industrial design courses. Students in industrial design with science backgrounds are able to develop their creative potential, which is necessary in developing economies. This paper suggests that art training in Nigeria should embrace integrated science subjects.

scholarly journals Examining Patterns in Teacher-Student Classroom Conversations during STEM Lessons

2019 ◽  
Vol 3 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Hui-Hui Wang
Keyword(s):  
Science Classroom ◽  
Specific Situation ◽  
Scientific Language ◽  
Engineering Curriculum ◽  
Stem Learning ◽  
Science And Engineering ◽  
Integrated Science ◽  
Shared Meanings ◽  
Teacher Student ◽  
Classroom Conversations

AbstractTeacher-student conversations are central to student learning within the science classroom. Educational literature recommends teachers aim to build a common scientific language and, through dialog, develop shared meanings with students. This study examines teacher-student conversations in the specific situation of an integrated science and engineering curriculum, involving lessons on heat transfer. The findings identify critical nuances and discourse patterns in the conversations that may pose barriers to student engagement and learning. The study illustrates the need for teachers to plan dialogic, authentic interaction with students to build shared meanings about scientific concepts in order to enhance STEM learning.

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