Iwuanyanwu Empowering STEM Thinkers Through Argumentation

A Framework for Critical Practice
Erscheinungsjahr 2026
ISBN: 978-3-032-27906-4
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 203 Seiten

Reihe: Contemporary Trends and Issues in Science Education

This book offers a comprehensive framework for cultivating critical, creative, and ethical minds in STEM education and practice. It argues that STEM competence goes beyond content mastery to include reasoning, collaboration, digital literacy, and responsible knowledge use. Across nine chapters, the volume explores STEM argumentation, ethical reasoning, design thinking, and networked learning. It introduces philosophical foundations, practical frameworks, and instructional strategies for addressing technological dilemmas, fostering scientific inquiry, and integrating engineering design thinking. The final chapter highlights connectivist learning and digital networks as spaces for collaboration and innovation. Designed for educators, researchers, and practitioners, this book provides conceptual clarity, pedagogical principles, and actionable insights to advance a human-centered vision for STEM education in an interconnected, rapidly evolving world.

Zielgruppe

Research

Autoren/Hrsg.

Iwuanyanwu, Paul Nnanyereugo

Inhaltsverzeichnis

Preface.- Author’s note to the reader.- CHAPTER 1. Adapting Human Cognitive Skills in the 21st-Century Industrial Revolutions.- CHAPTER 2. What an argument is, and what it is not.- CHAPTER 3. The Epistemic Practices of Developing Reasoned Arguments.- CHAPTER 4. The Mind–Machine Nexus and the Praxis of Transformative Argumentation in STEM Education.- CHAPTER 5: Scientific Practices for Developing STEM Thinking, Decision-Making, and Argumentation.- CHAPTER 6.- Engineering Design Thinking, Creativity, and Ethical Reasoning.- CHAPTER 7: Connectivist Learning Framework for Critical, Creative, and Ethical STEM Minds.

Über Autor(innen)

Paul N. Iwuanyanwu (PhD) is a senior lecturer at the School of Mathematics, Science and Technology Education, North-West University (South Africa). His research focuses on STEM education, argumentation, indigenous knowledge systems, and ethical reasoning. He has published widely, received multiple awards, and works to advance STEM teaching through conceptual and practice-based insights.