Taking a future-oriented approach, this book addresses students’ ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students. STEM education is essential to understanding and solving many of the world’s major challenges. However, the kind of interdisciplinary modes of thinking required to tackle such unforeseen problems is lacking in most STEM education delivery. This book examines the various ways of thinking that can be applied to effective STEM-based problem solving across K-12 education. These include design and design-based thinking, systems thinking and modeling, critical thinking, innovative and adaptive thinking, intuition in problem solving, and computational and algorithmic thinking. Across the chapters, the authors’ interdisciplinary perspectives give further depth to understanding how students learn and apply their thinking to solve STEM-based problems. The book also provides guidance on how to assess ways of thinking in STEM education, to ensure educators can recognize students’ progress and development. Bringing together a team of international experts, this book is essential reading for pre-service teachers, teacher educators, and researchers in STEM education.

Through examining the theoretical ideas of disciplinarity and disciplinary practices, the book presents instructional aspects for teachers to explore when engaged with integrated STEM inquiry. Are you interested to understand the difference between science inquiry and STEM inquiry? Do you want to introduce integrated STEM problem solving to your students but need help with the key features of STEM inquiry? This book presents in-depth discussions related to the features and affordances of integrated STEM inquiry. Written for K-12 teachers and teacher educators, this book conceptualises STEM inquiry and integrated STEM and their enactment, using three practical STEM instructional frameworks: problem-centric, solution/design-centric, and user-centric STEM. The three STEM instructional frameworks serve as a key anchor for teachers to interpret and apply when planning various STEM lessons in meaningful, practical, and coherent ways. Whether you are an aspiring K-12 STEM teacher or an in-service teacher teaching K-12 students, the ideas of integrated STEM inquiry presented in this book challenge educators to think about the principles of integrated STEM inquiry and how they can be incorporated into classroom practice and lessons.

Education today demands innovative approaches that go beyond traditional teaching methods. This book brings together leading research on active pedagogy to offer educators practical tools for enhancing student engagement and deepening understanding. The chapters explore diverse strategies, from integrating systems thinking in biological education to applying neuroeducation insights in active learning environments. By focusing on problem-solving, critical thinking, and interactive learning techniques, the book equips educators with the means to foster both conceptual and procedural skills. At its core, this work advocates a learner-centered approach, emphasizing collaboration between students and educators to coregulate knowledge construction. By blending cognitive science with dynamic teaching methods, the book offers actionable strategies that prepare students for complex, real-world challenges. We hope this collection inspires educators to rethink traditional practices and embrace new, learner-driven approaches for a more engaging and effective educational experience.

This book provides an international platform for educators from different STEM disciplines to present, discuss, connect, and develop collaborations in two inter-related ways: (1) sharing and discussing changes and innovations in individual discipline-based education in STEM/STEAM, and (2) sharing and discussing the development of interdisciplinary STEM/STEAM education. Possible relationships and connections between individual disciplines (like mathematics or physics) and STEM education remain under explored and the integration of traditionally individual discipline-based education in STEM education is far from balanced. Efforts to pursue possible connections among traditionally separated individual disciplines in STEM are not only necessary for the importance of deepening and expanding interdisciplinary research and education in STEM, but also for the ever-increasing need of reflecting on and changing how traditional school subjects (like mathematics or physics) can and should be viewed, taught, and learned. Scholars from eight countries/regions provide diverse perspectives and approaches on changes and innovations in STEM disciplinary and interdisciplinary education. Disciplinary and Interdisciplinary Education in STEM will be a great resource to students and researchers in STEM education as well as STEM curriculum developers and teacher educators internationally.

In Belonging and Identity in STEM Higher Education, leading scholars, teachers, practitioners and students explore belonging and identity in Science, Technology, Engineering and Mathematics (STEM) fields, and how this is impacted by disciplinary changes and the post-pandemic higher education context. In STEM fields, positivist approaches and a focus on numerical data can lead to assumptions that they are unemotional, impersonal disciplines. The need for mathematical competency, logical thinking and disciplinary contexts can be barriers to engagement, belonging and success in STEM. STEM ways of thinking, such as those underpinning abstract and complex mathematics, can form the basis for new ways of conceptualising belonging for both staff and students, going beyond socio-demographic and cultural differences. In this book, chapters and case study contributions analyse what is unique about STEM educational environments for staff and students in the UK, Ireland, Europe, Scandinavia and Asia. The authors examine the role of STEM pedagogies in facilitating belonging, variable impacts across student characteristics and the experiences STEM students face in their higher education experiences. It provides a valuable resource for those working in equity diversity and inclusion (EDI), STEM educational researchers and practitioners, as well as offering insights for academics and teachers in STEM higher education.

Get up to speed with how the latest knowledge management and industry 4.0 technologyhelp make enterprises secure, controlled, and optimized for a better future. This book focuses on how the practices of Industrial Revolution 4.0 and knowledge management interact to create value. In recent years, value chain relationships and related activities have utilized new technologies so that existing conceptual frameworks require a roadmap for innovation strategies and effective implementation. The chapters in this book include case studies contributed by researchers and industry practitioners that showcase the impact of practices and challenges presented by technological changes, upgrading of old systems, and internal and external factors. Knowledge Management and Industrial Revolution 4.0 describes how knowledge management impacts the automation of the industry in secure, controlled, and optimized ways. For instance, the use of the latest technologies and sensors can lead to significant time and cost savings, and operators can utilize their machines and equipment from remote locations. The Industrial Revolution 4.0 incorporates the latest technologies for automation and, in many cases, the result is similar to working from home, even in manufacturing. The use of deep learning should offer many quality control benefits. Furthermore, blockchain technology can help the industry with automation in secure and transparent ways. Apart from industry automation, other departments like human resources can also use effective knowledge management for better outcomes. The use of HR knowledge management allows employees to find and access the information they require without the assistance of the HR department. The book focuses on every aspect of the industry to help all the stakeholders of an organization. The benefits include a reduction in time required for accessing information, easier training, decreased operational expenses, improved stakeholders’ satisfaction, faster problem-solving, increased pace of innovation, simpler employee review and progress reports. Audience The book will have a wide audience within academia, education, businesses, and industrial organizations, especially those who are undergoing industry 4.0 changes to optimize for a better future.

Education practitioners and researchers worldwide will benefit from engaging with this volume, and book series, which promotes critical consideration of and innovation in education research methodologies in the areas of science, mathematics, health, and environmental education. Each of the nineteen chapters in Volume 5 presents an account of methodological principles and practices and many attend directly to global challenges. For example, chapters explore philosophical underpinnings of STEM and environmental education, links between learning and workplace practices in mathematics education, engagement in STEM through Vygotskian and queer theory perspectives, a braiding of methodologies including arts-based and autoethnographic studies, the application of AI, literature mapping, as well as contractual evaluation research. An important theme is climate change education, explored through student agency, cosmetics, waste, and survey challenges as well as world-cafe and socioscientific-based methodologies. The book series is designed to raise the quality of methodological practice while considering the associated challenges that shape our educational research.

There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours. Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.

The Indian Institute of Foreign Trade (IIFT) is counted in one of the top Management Institutes that conduct entrance examinations for admissions into MBA courses. 1. “IIFT 5 Mock Tests & Solved Papers” is updated as per the latest syllabus. 2. 14 Previous Years’ solved papers are given to get insights of the examination pattern. 3. Well explained answers for better understanding and conceptual clarity. 4. 5 mock tests are provided for self-assessment and ample practice. The revised edition of “IIFT 5 Mock Tests & Solved Papers” has been fully updated as per the latest syllabus to meet the needs of the competitors. Engraved with 14 Previous Years’ Solved Papers (2021-2008), it gives insights of the examination pattern and their question type. Well explained answers are given in a lucid language for better understanding of the concepts. Besides focusing on the theory part, the book also contains 5 Mock Tests for self-assessment and quick revision of all sections. Packed with good number and variety of questions, it helps to strengthen the conceptual clarity and problem-solving skills, and is one of the easiest and fastest ways to improve score. TOC Solved Papers [2021-2008], Mock Test [1-5], Answers, Hints and Explanations