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AN INSTRUCTIONAL MODEL THAT MAXIMIZES THE INTEGRATED STEM CLASSROOM BY BLENDING DESIGN AND INQUIRY.
Concepts, Contexts, and Models in Technology and Engineering Classrooms
There exists in the profession much discussion about “what” should be taught in classrooms. Some would argue that as long as students are using their hands, it does not matter. Many would point to the Standards for Technological Literacy and say this is the content for technology and engineering (technological literacy). The evolution from skills-based to an emphasis on technological literacy creates many opportunities when channeled to content.
When looking at the conceptual base for technology and engineering, the STEM±CTL is using the following Contexts and Concepts (Rousouw, 2005) as the basis for developing classroom materials and professional development.
Modeling plays a significant role in the conceptual base. Often we think of models as real objects that look or act like the real artifact. A model is a system that is used to describe (or interpret) another system of interest in a purposeful way. Understanding models usually involves a variety of diagrams, concrete models, experience-based metaphors, and other expressive media. (Lesh, 2010 p7)
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