Boundary crossing pedagogy in STEM education

Allen Leung*

*Corresponding author for this work

    Research output: Contribution to journalJournal articlepeer-review

    52 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Article number15
    Number of pages11
    JournalInternational Journal of STEM Education
    Volume7
    Early online date20 Apr 2020
    DOIs
    Publication statusPublished - 1 Dec 2020

    Scopus Subject Areas

    • Education

    User-Defined Keywords

    • Boundary crossing
    • Boundary object
    • Integrated pedagogy
    • Learning dialogical processes
    • STEM education

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