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ویرایش:
نویسندگان: Sila Kaya-Capocci. Erin Peters-Burton
سری: Integrated Science, 15
ISBN (شابک) : 3031178157, 9783031178153
ناشر: Springer
سال نشر: 2023
تعداد صفحات: 427
[428]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 9 Mb
در صورت تبدیل فایل کتاب Enhancing Entrepreneurial Mindsets Through STEM Education به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب تقویت ذهنیت های کارآفرینانه از طریق آموزش STEM نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
کارآفرینی در زمینههای مختلف با تعاریف مختلف از منظری
خاص مانند راهاندازی یک کسبوکار تا چشماندازی گستردهتر مانند
فرآیند ایجاد محیطهای اجتماعی، اقتصادی، محیطی، نهادی، فرهنگی
و/یا علمی جدید تعریف میشود. حرکتی به سمت کارآفرینی در آموزش
STEM از طریق هکاتون ها و فضاهای سازندگان صورت گرفته است، اما
آنها تمایل دارند به محیط های غیررسمی محدود شوند. در آموزش عالی،
به نظر می رسد مرزی بین مدارس بازرگانی و ادارات آموزش وجود دارد.
هدف این کتاب حذف مرزهای بین دانشکدههای بازرگانی و وزارت آموزش
و پرورش و کمک به مدارس بازرگانی برای توسعه بیشتر شیوههای
آموزشی و کمک به دپارتمانهای آموزش برای توسعه دانش خود در مورد
کارآفرینی از رشته رسمی آن است.
هدف این کتاب این است که برای گرد هم آوردن کارشناسان آموزش STEM
و رشته رسمی کارآفرینی برای کشف نقش STEM در زندگی روزمره از طریق
یک لنز کارآفرینی و نشان دادن این که چگونه این ادغام می تواند
شیوه های آموزشی STEM را گسترش دهد.
Entrepreneurship is defined in different fields with
definitions ranging from a specific perspective such as
starting a business to a broader perspective such as a process
of establishing new social, economic, environmental,
institutional, cultural and/or scientific environments. There
has been some movement toward entrepreneurship in STEM
education through hackathons and makerspaces, but they tend to
be limited to informal settings. In higher education, there
seems to be a border line between business schools and
education departments. This book aims to remove the borders
between the Business Schools and the Department of Education
and help Business Schools to develop their educational
practices further and help Education Departments to develop
their knowledge of entrepreneurship from its formal
discipline.
The purpose of this book is to bring together experts from STEM
education and the formal discipline of entrepreneurship to
explore the role of STEM in everyday life through an
entrepreneurial lens and show how this integration can broaden
STEM education practices.
Preface Contents About the Editors Entrepreneurial Mindset of STEM Education in Theory 1 The Link Between Entrepreneurship and STEM Education 1 Introduction 2 Entrepreneurship Education and Entrepreneurial Mindset 3 STEM and Entrepreneurship Education as the Areas of Interaction 3.1 The Origins of Integrating Entrepreneurship and STEM Education 3.2 Combining STEM and Entrepreneurship Education 4 E-STEM Practices at Different Education Levels 4.1 Outcomes and Experiences from Different Education Levels and Contexts 4.2 Overcoming the Challenges Faced in E-STEM Practices 5 Conclusions References 2 Strengthening Bridges Between STEM Education and Entrepreneurship: Pathways to Societal Empowerment Towards Sustainability 1 Introduction 2 STEM Education and Entrepreneurship: Possible Convergences 3 Science Communication, Social Innovation, and Entrepreneurship: Citizen Engagement for Social Change 4 Entrepreneurship and STEM Education: Contributions for Sustainable Development 4.1 Entrepreneurship, STEM, and Environmental Education: Synergies for Sustainable Development 5 Entrepreneurship and Societal Empowerment: STEM into Curriculum 6 Conclusion References 3 Cultivating Entrepreneurial Leadership Skills Through STEM Education 1 Introduction 2 The Goals and Benefits of STEM Education 2.1 STEM Education Approaches and Curriculum Implementations 2.2 Teacher Education 3 Entrepreneurial Leadership in STEM Education 3.1 The Notion of Entrepreneurial Leadership 3.2 Integrating Entrepreneurial Leadership in STEM Education 3.3 Entrepreneurial Leadership in STEM Through General Education 3.4 Entrepreneurial Leadership in STEM Through Arts and Social Sciences 4 Societal Impacts of Entrepreneurial Leadership in STEM 4.1 Long-Term Economic Growth 4.2 Global Competitiveness 4.3 Improvements in Quality of Life 4.4 Social Problems Related to STEM 4.5 Importance of Embedding Social Responsibility in Entrepreneurial Leadership in STEM 5 Conclusion References 4 Innovative Pedagogy and Practice for E-STEM Learning 1 Introduction 2 STEM Learning 3 Entrepreneurial Learning 4 E-STEM Learning 4.1 Rationale for E-STEM Incorporation 4.2 Conceptual and Theoretical Framework of E-STEM Learning 4.3 Pedagogical Strategies of E-STEM Learning 5 Interdisciplinary E-STEM Model 5.1 Student-Competency Profile 5.2 Building Blocks of E-STEM Learning 5.3 The E-STEM Model: From Theory to Practice 6 Conclusion References 5 An Entrepreneurial STEM Teaching Framework: Integrating Business and STEM Education 1 Introduction 2 Entrepreneurial Mindset and Its Continuum Notion 3 Appreciative Inquiry for Entrepreneurial STEM Education 4 Methodology 5 Results 5.1 Process 1—Discovery 5.2 Process 2—Dream 5.3 Process 3—Design 5.4 Process 4—Delivery 6 Discussion 6.1 Identifying the Indicators of Success in Businesses 6.2 Developing Entrepreneurial Mindset Through STEM Education 6.2.1 E-STEMM Teaching Framework 7 Conclusion References Example Practices for Fostering an Entrepreneurial STEM Mindset 6 Increasing the Pro-entrepreneurial Attitude of Students Through Interdisciplinary Action in STEM Related Fields 1 Introduction 2 Environmental Problems and Issues as an Inspiration for the Themes of the PBL Project 2.1 Using STEM and Entrepreneurial Skills to Achieve the Goals of the PBL Course 2.2 Catamaran System Description 3 PBL Project Realisation (Case Study) 3.1 Project Initialisation 3.2 Project Schedule 3.3 Preparation of the Catamaran System for Field Research 4 Field Research 4.1 Chemical and Biological Analyses of Reservoir Samples 4.2 Market Research and Commercialisation Possibilities 4.3 Analyses and Map Making 5 Results and Discussion 5.1 The Achieved Results, the Reasons and Its Potential Impact 5.1.1 Scientific Effects of the Project 5.1.2 Educational Outcomes of the Project 5.1.3 Students’ Expectations and Experiences of the Project 5.2 Discussion of the Problems That Arose in the Implementation of the PBL Project 6 Conclusions Acknowledgements References 7 From Think Tank to Shark Tank: Engineer to Entrepreneur 1 Introduction 2 Curriculum Integration—Engineering and Civic Entrepreneurship 2.1 Engineering Education 2.2 Entrepreneurship Education 3 The Development and Structure of the Think Tank to Shark Tank Curriculum 3.1 Inspiration and Basic Foundations 3.2 Designing the Curriculum 3.3 Emerging Key Concepts 3.3.1 Inventor Concepts 3.3.2 Entrepreneur Concepts 3.4 Formalizing the Curriculum 3.5 Distinguishing Our Curriculum 4 Outcomes of the Curriculum 4.1 Examples of Student-Created Products 4.2 Components of the Camp 4.2.1 Group Size and Diversity 4.2.2 Flexibility with Resources and Time 4.2.3 Ensuring Realistic Expectations 4.2.4 Creating an Environment for Exploration 4.2.5 Revising an Existing Product as an Option 4.2.6 Problem-Solving and Perseverance 5 Extending to Teacher Education 6 Going Forward Acknowledgements References 8 Educating for STEM: Developing Entrepreneurial Thinking in STEM (Entre-STEM) 1 Introduction 2 Conceptualization of STEM Education 3 Integrating and Connecting STEM Education 4 Infusing Entrepreneurial Learning into STEM—Entre-STEM 5 Entre-STEM Educational Initiatives 6 Education Initiatives 7 Research and Commercialisation Initiatives and Institutional Supports 7.1 Commercialisation and Research Initiatives 7.2 Institutional Supports for Entre-STEM Researchers 7.2.1 Nexus Innovation Centre 7.2.2 Technology Transfer Office 7.2.3 STEM Research Centres 8 Student Life Initiatives 9 Developing a Entre-STEM Framework 9.1 Student Mindset and Identity 9.2 Learner Profile 9.3 Collaboration 9.4 Innovation 9.5 Pedagogy 10 Concluding Comments References 9 Fostering an Entrepreneurial Mindset Through Project-Based Learning and Digital Technologies in STEM Teacher Education 1 Introduction 2 STEM Education and Entrepreneurship 2.1 Entrepreneurial Skills 3 Teaching and Learning STEM and Entrepreneurial Skills 3.1 Entrepreneurship, STEM, and Teacher Education 4 Curriculum and Pedagogy in STEM Education: STEM Projects and DVGs 4.1 Integrated STEM PBL and Entrepreneurial Skills 4.2 Examples of Integrated PBL in STEM 4.2.1 Project 1—Waste Management: A Redesign 4.2.2 Project 2—Build and Use a Global Positioning System (GPS) Tracker 4.2.3 Project 3—Research Drones 4.3 STEM Learning, Entrepreneurial Skills and DVGs 5 Examples of TC-Created DVGs 5.1 DVG 1—Control 5.2 DVG 2—Vector Planes 5.3 DVG 3—Corn Game 6 Entrepreneurship and STEM Education 7 Discussion 8 Conclusion References 10 Back to School: An Examination of Teachers’ Knowledge and Understanding of Entrepreneurship Education 1 Introduction 2 Enterprise Skills 3 Benefits of Entrepreneurship Education to the Youth 4 Entrepreneurship Education in Australia 5 Research Context 6 Research Methodology 6.1 Teacher Profile 6.2 Intervention 6.3 Data Collection 6.4 Data Analysis 7 Research Findings: Pre-workshop Survey Results 8 Comparison of Results Between Pre- and Post-workshop Surveys 8.1 Level of Knowledge of Entrepreneurship/Enterprise Principles, Theories, and Ability to Use Examples in Their Teaching 9 Discussion and Recommendations 10 Conclusion References 11 Integrated and Innovative STEM Education: The Development of a STEM Education Minor 1 Introduction 2 STEM Education Minor 2.1 Mission 2.2 Unique Nature and Demonstrated Need 2.3 Contribution 2.4 Alignment 3 Needs Analysis 3.1 Curriculum and Co-curricular Activities 3.2 Frameworks 4 Examples of Entrepreneurial Mindset in a Design Thinking Project and Its Assessment 4.1 Example of Entrepreneurial Mindsets in a Design Thinking Project 4.2 Example of Entrepreneurial Mindsets Assessments 4.2.1 Creative Confidence Map 4.2.2 Mindset Reflection 5 Conclusion References Empirical Results of Enhancing an Entrepreneurial STEM Mindset 12 Fostering Integrated STEM and Entrepreneurial Mindsets Through Design Thinking 1 Introduction 2 Defining the Constructs 2.1 Design Thinking 2.2 Integrated STEM 2.2.1 FAIR Features Student-Centered Framework Authentic Assessment Purposeful Integration Real-World Connection 2.2.2 Reconsidering Engineering Design Processes Empathy and Affect Ideating Creatively Before Considerations of Constraints 2.3 Entrepreneurial Mindsets 2.3.1 Opportunity Recognition 2.3.2 Risk-Taking 3 The Paper Towel Project and Its Results 3.1 Context 3.2 Design Thinking Phases 3.2.1 Empathize 3.2.2 Define 3.2.3 Ideate 3.2.4 Prototype 3.2.5 Test 3.3 Facilitating Integrated STEM 3.3.1 Design Thinking Supported the FAIR Features and Developing Empathy 3.3.2 Design Thinking Supported Divergent Thinking by Avoiding a Premature Focus on Constraints 3.4 Facilitating Entrepreneurial Mindsets Through Design Thinking 3.4.1 Problem-Framing Supported Opportunity Recognition 3.4.2 Prototyping Supported Risk Taking 3.5 Pre-service Teachers’ Self-reported Course Outcomes 4 Challenges and Opportunities for Design Thinking 4.1 Avoiding Rote Design Processes 4.2 Time 4.3 STEM and Entrepreneurial Mindset Outcomes 4.4 Scaling Across Systems 5 Conclusion References 13 Inspiring the Next Generation of Innovators Through a Multidisciplinary Entrepreneurship and STEM Educational Outreach Programme 1 Introduction 2 Innovative Education 2.1 STEM, Entrepreneurship and Active Citizenship 3 The EMPOWER Programme 3.1 The EMPOWER Programme Framework 3.2 Programme Design 4 The Engineering Design Process (EDP) 4.1 Observations and Opening Their Eyes to the World Around Them (Problem Seeing) 4.2 New Ideas and Novel Solutions: Inventions 4.3 Storytelling, Listening and Empathy 4.4 Design Thinking: Making It Better 5 Design Thinking Challenge/Engineering Design Process 6 Results 6.1 STEM and Entrepreneurship Skills 6.2 Generating New Ideas, and How to Translate Ideas into Actions 6.3 Design Thinking and Empathy Skills 6.4 Life-Long Learning 6.5 Life and Careers Paths 6.6 Personal Development 6.7 Collaborative and Inclusive 7 Discussion and Conclusion References 14 Pitching STEM: A Communicative Approach to Entrepreneurship in STEM Classrooms 1 Introduction 2 Communication in Science and Business 2.1 Science Communication 2.2 Business Communication 2.3 Pitching STEM 3 Methodology 3.1 Participants and Intervention 3.2 Data Collection 3.3 Data Analysis 3.3.1 Curriculum Analysis 3.3.2 Video Analysis of Students’ Pitches 3.3.3 Post Presentation Surveys 4 Results 4.1 STEM Pitch Curriculum 4.2 Students’ Pitch Performance 4.3 Students’ Perceived Learning Outcomes 5 Discussion 6 Conclusion References The Ways of Conducting an Assessment of Entrepreneurial STEM Education 15 Bioengineering as a Vehicle to Increase the Entrepreneurial Mindset 1 Introduction 2 The Entrepreneurial Mindset 3 Integrated Instruction 4 Bioengineering 4.1 Design Example 1—Urban Development 4.2 Design Example 2—Transportation 4.3 Design Example 3—Medicine 4.4 Design Example 4—Visual Art and Aesthetic Design 5 Lesson Plans for Education Projects 6 Discussion 6.1 Making Your Case to Higher Education Faculty 7 Conclusion References 16 Theatre-Based Creativity Activities for the Development of Entrepreneurial Mindsets in Engineering 1 Introduction 2 The Scope of Creativity and Its Role in the Engineering Curriculum 3 Academy Design and Learning Objectives 4 Exercise—“Renaming Objects” 5 Assessment Through Reflective Journals 6 Conclusion References 17 The Use of Digital Formative Assessment for Integrated Entrepreneurial STEM Education 1 Introduction 2 Integrated STEM Education—STEM Habits of Mind 3 Entrepreneurship and Entrepreneurial Mindset in Education 4 Entrepreneurial STEM Education 5 Digital Formative Assessment 6 An Example for Assessing Entrepreneurial STEM Education Through Digital Formative Assessment 6.1 STEP 1—Integrated STEM Lesson Plan: Design Challenge 6.2 STEP 2—Entrepreneurial STEM Lesson Plan: Design Challenge 6.3 STEP 3—Entrepreneurial STEM Lesson Plan: Digital Formative Assessment Through a Design Challenge 7 Conclusion References Index