A conceptual framework for assessing transdisciplinary STEM practices

Fang, Su-Chi; Yang, Kai-Lin; Fan, Szu-Chun

doi:10.1080/02635143.2023.2264781

Cited by 3 publications

(2 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The relevance of the transdisciplinary approach and abductive thinking in the context of STEM practices highlights the importance of assessing how teachers and students apply knowledge in transdisciplinary contexts (Fang et al, 2023). This finding establishes a crucial link with the capacity of education in science, technology, engineering, and mathematics (STEM) to promote generating sustainable solutions to complex problems.…”

Section: Transdisciplinary and Abductive Thinking Trough Creative Cellsmentioning

confidence: 97%

“…The adoption of this approach in higher education not only encourages critical and creative competence among teachers and students but is also fundamental in preparing future professionals to contribute sustainable and meaningful solutions to global complexities. Therefore, transdisciplinarity, rooted in abductive thinking, stands out as indispensable for fostering an education that transcends technical instruction and nurtures the development of competencies across disciplinary training, thus supporting the emergence of innovative solutions in a world characterized by uncertainty and complexity (Fang et al, 2023).…”

Section: Transdisciplinary and Abductive Thinking Trough Creative Cellsmentioning

confidence: 99%

See 1 more Smart Citation

Education 4.0 framework for sustainable entrepreneurship through transdisciplinary and abductive thinking: a case study

Torres-Sánchez,

Juárez,

Miranda

2024

Front. Educ.

View full text Add to dashboard Cite

The global challenges and problems that threaten sustainability and human well-being demand the provision of creative, innovative, and affordable solutions so that they are within the reach of different levels of society. From the point of view of Higher Education, this is a major challenge since it is responsible for training new generations with the competencies and knowledge that allow them to respond to contemporary challenges and problems. This study provides a framework to promote sustainable entrepreneurship through transdisciplinary and abductive thinking. This combination of approaches will allow students to identify, analyze, and understand contemporary problems and, through a systematized process based on the “design thinking” design model, propose creative, innovative, and affordable solutions that can be implemented through entrepreneurship mechanisms. The identified findings that will be presented in this work are (i) the relevance of the Education 4.0 model as a reference to promote transdisciplinarity in a current teaching-learning context, (ii) The relevance of “design for sustainable development” as a trigger for sustainable entrepreneurship, (iii) The formation of desirable competencies in the profile of the higher education student based on transdisciplinarity and abductive thinking within the active learning process, and (iv) quantitative and qualitative measurement that allows measuring acceptance and evaluation of the long-term sustainability of the solutions obtained. This work will present the implementation of the proposed framework through a case study. This case study allowed us to identify elements of the proposed reference framework. The case study will address the problem of water scarcity and pollution, describing initiatives to achieve ODS 6, where it explains how sustainable and visionary solutions can be forged through transdisciplinary collaboration and abductive thinking. The project named “STEAM-mural fountain” done by a transdisciplinary working team between academia-society-industry is described, which aims to make technological advances in water treatment and monitoring visible to society.

show abstract

Section: Transdisciplinary and Abductive Thinking Trough Creative Cellsmentioning

confidence: 97%

Section: Transdisciplinary and Abductive Thinking Trough Creative Cellsmentioning

confidence: 99%

Education 4.0 framework for sustainable entrepreneurship through transdisciplinary and abductive thinking: a case study

Torres-Sánchez,

Juárez,

Miranda

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China

Yue,

Yan,

Yang

2024

Teaching and Teacher Education

View full text Add to dashboard Cite

A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics

Portillo-Blanco,

Deprez,

De Cock

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by a loss of cohesion in the interpretations of its theoretical basis and by an ongoing discussion on integrated STEM education’s foundations, making its understanding, translation into real projects, and evaluation difficult to undertake. Published articles defining a STEM theoretical framework have different descriptions, so the aim of this systematic literature review is to analyse these explanations and compare them with each other. Following the PRISMA 2020 guidelines, 27 articles of interest about STEM and STEAM education were obtained and analysed with a focus on the principles and characteristics described in the texts. After organising the information and analysing the similarities and differences in the principles and characteristics, we concluded that there is great consensus on the principles of “integration”, “real-world problems”, “inquiry”, “design”, and “teamwork”. Nonetheless, this review identifies areas of discussion regarding both the principles and their characteristics that invite further analysis to refine our understanding of what integrated STEM education should entail.

show abstract

A conceptual framework for assessing transdisciplinary STEM practices

Cited by 3 publications

References 32 publications

Education 4.0 framework for sustainable entrepreneurship through transdisciplinary and abductive thinking: a case study

Education 4.0 framework for sustainable entrepreneurship through transdisciplinary and abductive thinking: a case study

How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China

A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics

Contact Info

Product

Resources

About