Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios

被引：18
|
作者：
Deak, Csaba [1 ,2 ]
Kumar, Baibhaw [3 ]
Szabo, Istvan [4 ]
Nagy, Gabor [5 ]
Szentesi, Szabolcs [5 ]
机构：
[1] Corvinus Univ Budapest, Inst Dev Enterprises, H-1093 Budapest, Hungary
[2] Univ Miskolc, Fac Mat Sci & Engn, H-3515 Miskolc, Hungary
[3] Univ Miskolc, Inst Energy Engn & Chem Machinery, H-3515 Miskolc, Hungary
[4] Univ Pannonia, Fac Business & Econ, H-8200 Veszprem, Hungary
[5] Univ Miskolc, Inst Logist, H-3515 Miskolc, Hungary
来源：
EDUCATION SCIENCES | 2021年 / 11卷 / 07期
关键词：
pedagogy; STEM; E-learning; inquiry-based-learning; pandemic; CONTENT KNOWLEDGE; HIGH-SCHOOL; STUDENTS; SKILLS; INSTRUCTION; TECHNOLOGY; EDUCATION; OUTCOMES;
D O I：
10.3390/educsci11070319
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole.
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收藏
页数：16
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