Séminaire de Recherche en Didactique et Epistémologie des Mathématiques :

Le 29 mai 2018 à 15:00 - Campus Triolet- Bâtiment 9, salle 109

Présentée par WALLACE John - Ontario Institute for Studies in Education, University of Toronto (Canada)

Multiple Perspectives on the STEM Education Movement: Practical, Philosophical and Political Considerations

Over the past decade or more, the STEM movement has swept across the world of education without a lot of serious analysis about what it actually means. In this presentation, I draw on my own research and recent contributions to the Canadian Journal of Science, Mathematics and Technology to present some case studies of integrated STEM teaching practices in schools, and to examine some of the practical, philosophical, sociological and political issues surrounding the STEM movement. I look at who are the groups that speak in favor of an integrated STEM curriculum, what interests do they support, why do they favor such an approach, and how structuring curriculum in this way reinforces the beliefs and support of those who constructed it. John Wallace is a Professor at the Ontario Institute for Studies in Education (OISE), University of Toronto with a career in education that includes work in classrooms, schools and school systems. His teaching and research interests include science teaching, teacher learning, teacher knowledge, curriculum integration and qualitative inquiry. He is Editor-in-Chief of the Canadian Journal of Science, Mathematics and Technology Education. John's most recent co-authored/edited books include Knowledge That Counts in a Global Community: Exploring the Contribution of Integrated Curriculum (Routledge, 2012) and Integrating science, technology, engineering and mathematics: Issues, reflections and ways forward (Routledge, 2012).