David Barlex – författare

This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world.

Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book:

■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students;

■ describes and evaluates different curriculum models for STEM;

■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM;

■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school;

■ looks to ways schools can manage and sustain STEM approaches in the long-term.

This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students.

This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world.

Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book:

■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students;

■ describes and evaluates different curriculum models for STEM;

■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM;

■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school;

■ looks to ways schools can manage and sustain STEM approaches in the long-term.

This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks.

The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.