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dc.contributor.authorCorlu, M. S.en_US
dc.contributor.authorCapraro, R. M.en_US
dc.contributor.authorCapraro, M. M.en_US
dc.date.accessioned2015-07-28T12:05:05Z
dc.date.available2015-07-28T12:05:05Z
dc.date.issued2014en_US
dc.identifier.issn1300-1337
dc.identifier.urihttp://hdl.handle.net/11693/13203
dc.description.abstractReforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. There has been some criticism of the reforms at the teacher education level, claiming that Turkish teachers were not prepared to address the needs of their profession. The authors of this article introduced the STEM education model, which was designed with a critical investigation of the previous research on curriculum integration, STEM education, teaching knowledge, and Turkish educational reforms. By focusing on the interaction of mathematics and science, the model emphasized the importance of integrated teaching knowledge to successfully transition from the departmentalized model of teaching to an integrated model that promotes innovation.en_US
dc.language.isoEnglishen_US
dc.source.titleEğitim ve Bilimen_US
dc.subjectSTEM educationen_US
dc.subjectIntegrated teaching knowledgeen_US
dc.subjectMathematically rigorous science educationen_US
dc.titleIntroducing STEM education: implications for educating our teachers in the age of innovationen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage74en_US
dc.citation.epage85en_US
dc.citation.volumeNumber39en_US
dc.citation.issueNumber171en_US
dc.publisherTürk Eğitim Derneğien_US


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