STEM Education: Concepts, Methodologies, Tools, and Applications brings together an impressive array of research on the development of Science, Technology, Engineering, and Mathematics curricula at all educational levels. This comprehensive reference covers topics of interest for educators and students, as well as industry professionals, computer scientists, and engineering specialists in a wide variety of disciplines.

Table of Contents

• Editorial Advisory Board and List of Reviewers
• Preface
• Section 1: Fundamental Concepts and Theories
• Preface to Fundamental Concepts and Theories
• Chapter 1: STEM in Early Childhood Education
• Chapter 2: Globalisation, Blended Learning, and Mathematics Education
• Chapter 3: Argumentation and Modeling
• Chapter 4: Creating Open Source Lecture Materials
• Chapter 5: Technological Advances and Teaching Innovation Applied to Health Science Education
• Chapter 6: The Necessity of Shared Vision to Achieve Coherence
• Chapter 7: Mathematics Acquisition and Immigrant Children
• Chapter 8: Professionalising Natural Science Education and Multipronged Open Distance Learning
• Chapter 9: Constructing the Knowledge Society
• Chapter 10: The Infusion of Technology into Teacher Education Programs
• Chapter 11: Active Learning of Science in the European Dimension
• Chapter 12: Supporting Mathematical Communication through Technology
• Chapter 13: Gestural Articulations of Embodied Spatiality
• Chapter 14: Dynamical Software and the Derivative Concept
• Chapter 15: Curriculum Contents of Digital Library Education (DLE) in Europe
• Chapter 16: Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play
• Section 2: Tools and Technologies
• Preface to Tools and Technologies
• Chapter 17: Technology in Mathematics Education
• Chapter 18: Teaching Mathematics with Tablet PCs
• Chapter 19: Using Educational Computer Games for Science Teaching
• Chapter 20: Online Simulator Use in the Preparing Chemical Engineers
• Chapter 21: Using Technology to Engage Students with the Standards for Mathematical Practice
• Chapter 22: Facebook as an Educational Environment for Mathematics Learning
• Chapter 23: The GeoGebra Institute of Torino, Italy
• Chapter 24: Web-Based Simulations for the Training of Mathematics Teachers
• Chapter 25: Experiences in Usability Evaluation of Educational Programming Tools
• Chapter 26: Mobile Technology in Higher Education
• Chapter 27: Flying a Math Class?
• Chapter 28: A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education
• Chapter 29: Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics
• Section 3: Frameworks and Methodologies
• Preface to Frameworks and Methodologies
• Chapter 30: Multiple Perspectives for the Study of Teaching
• Chapter 31: Learning about the Different Dimensions of Sustainability by Applying the Product Test Method in Science Classes
• Chapter 32: Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment
• Chapter 33: Implementing the Understanding by Design Framework in Higher Education
• Chapter 34: Designing and Teaching an Online Elementary Mathematics Methods Course
• Chapter 35: Sustainability in Higher Education through Basic Science Research
• Chapter 36: cSELF (Computer Science Education from Life)
• Chapter 37: TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates
• Chapter 38: Bridging the Academia-Industry Gap in Software Engineering
• Chapter 39: Improving Learning Strategies for Mathematics through E-Learning
• Chapter 40: Collaboration Not Competition
• Chapter 41: Active Learning, Mentoring, and Mobile Technology
• Chapter 42: Using Project-Based Learning to Teach Sustainability Issues to Elementary Students
• Chapter 43: Integration of the Computer Games into Early Childhood Education Pre-Service Teachers’ Mathematics Teaching
• Chapter 44: Linking Education to Creating a Knowledge Society
• Section 4: Cases and Applications
• Preface to Cases and Applications
• Chapter 45: 3D Multi-User Virtual Environments in Science Education
• Chapter 46: Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level Students
• Chapter 47: Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue
• Chapter 48: A Research of Employing Cognitive Load Theory in Science Education via Web-Pages
• Chapter 49: A Comparative Study on Undergraduate Computer Science Education between China and the United States
• Chapter 50: Teaching a Socially Controversial Scientific Subject
• Chapter 51: The Role of Authentic Science Research and Education Outreach in Increasing Community Resilience
• Chapter 52: Teaching Political Science Students to Find and Evaluate Information in the Social Media Flow
• Chapter 53: Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State
• Chapter 54: Enhancing Diversity in STEM Interdisciplinary Learning
• Chapter 55: Improving Novice Programmers’ Skills through Playability and Pattern Discovery
• Chapter 56: Viewing the Implementation of the CCSS through the Lens of One Transformative District-University Partnership
• Chapter 57: Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students
• Chapter 58: Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences
• Chapter 59: Comparison of Two Classrooms
• Chapter 60: Death in Rome
• Chapter 61: English Language Learners’ Online Science Learning
• Chapter 62: Earth System Science in Three Dimensions
• Chapter 63: Video Gaming for STEM Education
• Section 5: Issues and Challenges
• Preface to Issues and Challenges
• Chapter 64: Self-Regulated Learning as a Method to Develop Scientific Thinking
• Chapter 65: A Novel Strategy to Improve STEM Education
• Chapter 66: Conceptual Mapping Facilitates Coherence and Critical Thinking in the Science Education System
• Chapter 67: Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment
• Chapter 68: Pass, Fail, or Incomplete?
• Chapter 69: Remote Access to Scientific Laboratory Equipment and Competency-Based Approach to Science and Technology Education
• Chapter 70: Rooted in Teaching
• Chapter 71: Women's Roles
• Chapter 72: Using Technology in a Studio Approach to Learning
• Chapter 73: Developing an Online Mathematics Methods Course for Preservice Teachers
• Section 6: Emerging Trends
• Preface to Emerging Trends
• Chapter 74: Opening Both Eyes
• Chapter 75: Pre-Service Teachers’ Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course
• Chapter 76: Developing Scientific Literacy
• Chapter 77: New Trends in Service Science and Education for Service Innovation
• Chapter 78: K-20 Education in Relation to Library Science
• Chapter 79: Blend the Lab Course, Flip the Responsibility
• Chapter 80: Presenting Physics Content and Fostering Creativity in Physics among Less-Academically Inclined Students through a Simple Design-Based Toy Project
• Chapter 81: Shaping the Librarian's Library
• Chapter 82: Environmental Science Education in the 21st Century
• Chapter 83: Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of “Next Generation” Science