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Boundary crossing pedagogy in STEM education

机译：干旱教育的边界横穿教育学

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摘要

This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an interactive pedagogical framework is put forward accompanied by a provisional statement to relate the connective factors that are critical in the formation of a boundary crossing STEM pedagogy. These factors are situated learning, communities of practices, problem solving, learning dialogical processes, and boundary objects. A Hong Kong school STEM case is employed to illustrate the applicability of this framework. The commentary ends with a reflective remark on boundary crossing STEM pedagogy.
机译：这项评论旨在讨论综合茎（科学，技术，工程，数学）教学中的总体边界交叉框架可以概念化。呈现了四种潜在学习的边界交叉的对话过程，并用作讨论的主要理论构建体。互动教学框架的提案被提出伴随着临时声明，以涉及在横向茎教育学的形成中关键的结缔组织。这些因素位于学习，实践社区，解决问题，学习对话过程和边界对象。一家香港院士案件受雇于说明本框架的适用性。评注以界限交叉茎教育学的反思评论结束。

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