| Figures | ||
| 1.1 | Students’ robot and design notes. | 20 |
| 1.2 | Examples of modules; (left) a robot that avoid obstacles and (right) a robot controlled by a mobile phone Bluetooth. | 21 |
| 1.3 | Examples of students’ artefacts. | 22 |
| 1.4 | Examples of projects; (left) dealing with full trash can and (right) warming of slippery ground. | 24 |
| 3.1 | Professional development series. | 53 |
| 4.1 | Transfer to a STEM integrated model only on male science teachers. This limits the voice of female teachers in expressing their views on such contemporarily topic. This raises concerns about the difficulty of accessing the voice of females (from EL-Deghaidy et al., 2017, p. 2479). | 92 |
| 5.1 | Design decision pentagon. | 110 |
| 5.2 | The PowerPoint slide for the open starting point for playtime. | 112 |
| 5.3 | Briefs for playtime. | 113 |
| 5.4 | The PowerPoint slide for the open starting point for other worlds. | 115 |
| 5.5 | Instructions for the Peltier Cell Project. | 116 |
| 6.1 | Consensus model of PCK from PCK Summit (from Fernandez, 2014, p. 92). | 132 |
| 6.2 | Formation of the smart city group. | 138 |
| 6.3 | System thinking model and its relation to taxonomy. | 145 |
| 7.1 | Major principles of the learning environment. | 152 |
| 7.2 | Simulation of sampling a sound signal (Source: http://www.vias.org/simulations/simusoft_adconversion.html). | 58 |
| 7.3 | Measuring the velocity of voice in air and other gases. | 161 |
| 7.4 | Building a speaker using simple home materials. | 161 |
| 7.5 | Examples of the students’ projects. | 162 |
| 7.6 | An example from a project about ‘Electromagnetics waves – X-ray’ (Source: http://www.darvill.clara.net/emag/emagxray.htm). | 162 |
| 7.7 | Mean scores of students’ answers to the motivation questionnaire in comparison to the mid-scale. | 165 |
| 8.1 | Student-competency profile of STEM learning. | 183 |
| 8.2 | The focus of entrepreneurship in different educational stages (from Lackéus, 2015, p. 8). | 193 |
| 8.3 | Didactic triangle to show the transferred focus of the teaching paradigm. | 196 |
| 9.1 | The STEM schools project in Egypt. | 227 |
| 9.2 | Model for designing STEM training. | 230 |
| 10.1 | A spatial representation of relations between the STEM disciplines, raising questions about the distinctive nature of STEM meta-disciplinarity. | 259 |
| 12.1 | STE2AM Transdisciplinary Model. | 308 |
| Tables | ||
| 1.1 | Backgrounds of the STEM teachers. | 19 |
| 3.1 | Aligning Critical Race Theory to Critical Race Design. | 50 |
| 3.2 | Characteristics of E-communities teachers. | 52 |
| 3.3 | Implementation tasks and solutions. | 60 |
| 4.1 | Major patterns that emerged from the five focus groups. | 77 |
| 5.1 | Disruptive technologies briefly described. | 121 |
| 7.1 | Course plan. | 156 |
| 7.2 | Student grades on the final exam (N = 112). | 163 |
| 7.3 | Student motivation: T-tests compare mean scores of students’ answers to the motivation questionnaire in the main study (N = 115). | 164 |
| 8.1 | Competencies of entrepreneurial STEM learning. | 181 |
| 8.2 | Differences between education for and through entrepreneurship. | 192 |
| 8.3 | The main differences between experimental and traditional learning instructions. | 198 |
| 9.1 | Internet users by country: Arab countries and selected other countries (2016). | 218 |
| 9.2 | TIMSS mathematics and science scores in grades 4 in Arab and a selected number of other countries. | 219 |
| 9.3 | TIMSS mathematics and science scores in grades 8 in Arab and a selected number of other countries. | 220 |
| 9.4 | PISA science scores in several Arab countries compared to Finland and Singapore. | 221 |
| 9.5 | Number of university graduates in science, engineering, and agriculture as a percentage of total university graduates in 2012 or closest year. | 221 |
| 9.6 | Number of scientific publications by researchers in several Arab countries compared to Germany, the United Kingdom, and France. | 222 |
| 9.7 | Patent applications in Arab countries and several developing countries. | 224 |
| 11.1 | Attributes of ‘informality’: STEM summer school (Boston, US) (adapted from Colley et al., 2003). | 280 |
| 11.2 | Attributes of ‘informality’: One day engineering event (London, UK) (adapted from Colley et al., 2003). | 281 |
List of Figures and Tables
In: STEM in Science Education and S in STEM
Editors:
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Nasser Mansour
Nasser Mansour
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Heba EL-Deghaidy
Heba EL-Deghaidy
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