Integrated STEM and STEM Partnerships: Teaching and Learning

Dear Colleagues,

The overall focus of this Special Issue is on educational spaces relating to integrated STEM and interdisciplinary partnerships that might occur in integrated STEM spaces. These educational spaces include formal and informal schooling and could include studies involving collaborative work teams, pre-service or in-service teachers, STEM faculty experiences, pre-collegiate students, interdisciplinary education, science education, technology education, engineering and computer science education, or mathematics education. The purpose of this Special Issue is to bring together a showcase of current studies in integrated STEM and related partnership work in teaching and learning. The newly released Handbook of Research on STEM Education (Johnson, Mohr-Schroeder, Moore, and English, 2020) explores areas of STEM in an international context and sets the stage for this Special Issue. Attention to utilizing integrated STEM frameworks is encouraged. Future research on effective integrated STEM practices and supports is presented in the Handbook of Research on STEM Education and serves as a springboard for Special Issue submissions. Additionally, we welcome studies involving interdisciplinary teams or individuals (that integrate information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines (nsf.gov)) as well as transdisciplinary work (showing a practical focus and skills) that might not traditionally be found in integrated STEM literature.

Dr. Andrea C. Burrows
Dr. Mike Borowczak
Guest Editors

Manuscript Submission Information

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