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1.
Miwa A. Takeuchi Pratim Sengupta Marie-Claire Shanahan Jennifer D. Adams Maryam Hachem 《Studies in Science Education》2020,56(2):213-253
ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse. 相似文献
2.
Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education. 相似文献
3.
Vicky Wong Justin Dillon Heather King 《International Journal of Science Education》2016,38(15):2346-2366
STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation together with semi-structured interviews with key contributors to the science and mathematics education discourse. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger-advantage dichotomy to participation in STEM being perceived by the mathematics educators. Early aims of the STEM agenda, including increasing diversity, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all. 相似文献
4.
Isabel Martins Francine Pinhão Rita Vilanova 《Cultural Studies of Science Education》2017,12(4):863-871
In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers’ ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment. 相似文献
5.
STEM作为一种全新的教育形态成为关注的焦点,这种教育形态的兴起与发展与国家教育政策有着紧密的联系。文章通过梳理美国、英国、德国、澳大利亚和芬兰等国有关STEM教育国家政策文件、教育法规,形成了美国及其主要国家的STEM教育发展路径,并从社会组织方式、教育目标选择等方面,通过分析主要文件精神,对其价值取向进行了阐述。在此基础上,再结合中国目前的STEM教育现状,提出了“加强STEM教育的顶层设计;构建优良的STEM学习生态系统;实施有效整合的项目化学习和建立实证数据库进行有效评价”的启示,为中国STEM教育发展提供参考。 相似文献
6.
Majd Zouda 《Cultural Studies of Science Education》2018,13(4):1109-1128
STEM, or the integration of science, technology, engineering and mathematics, has rapidly become a dominant discourse in political, economic and educational spheres. In the U.S., the STEM movement has been boosted by global economic-based competition and associated fears, in terms of STEM graduates, when compared with other nations. However, many critiques question the nature and goals of this competition, as well as, the possibilities to improve STEM talents through the current dominant conceptualizations and practices of STEM education. In addition, the apparent lack of significant and coherent embracement of (and sometimes silence about) socioscientific and socio-political issues and perspectives renders STEM education incapable of preparing learners for active citizenships. Building on these critiques, I argue that these problems are possible consequences of STEM as a construct of power. My arguments are based on Lyotard’s conceptions of knowledge in postmodern society (as reported in The postmodern condition: A report on knowledge, University Press, Manchester, 1984), which I use to analyze some aspects of the STEM educational movement. Throughout the paper, I explore the construction of STEM education within competitive frames that place prime value on high performativity. There seem to be two characteristics of current STEM education that support performativity; these are an increased focus on technological and engineering designs, and a tendency for interdisciplinary education. At the same time, the eagerness for performativity and competition seems to drag STEM education into selectiveness, thereby jeopardizing its possible benefits. Recommendations are also discussed. 相似文献
7.
丁方舟 《喀什师范学院学报》2014,(2):16-21
通过将中国社会化媒体视作政治舞台,分析在公共议题传播过程中产生的框架建构和话语竞争作用,考察不同政治行动者在此过程中扮演的角色,从而以此探讨这一符号化文本传播过程带来的理论启示。通过对新浪微博热门话题的内容分析可以发现,议题公众正在取代传统媒体成为社会化媒体上最重要的公共议题发起者和议程设置者;媒体话语仍主要在新闻专业主义的范畴运作,并试图通过专业化的框架建构延续自身的权威性;政府开始尝试在新媒体场域中直接向公众推送议程,但其生产的符号却被其他行动者转换为一种象征权力;意见领袖的主要角色在于策略性地运用框架建构扩大公共议题的支持基础,并与议题公众、媒体适时联动,共同推高公共议题的能见度。公民话语、精英话语和媒体话语的合围在一定程度上对官方话语构成了压力,但这一线上话语竞争的优势却并不足以改变线下的权力关系。 相似文献
8.
Benjamin Allen 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):642-653
Despite its popularity in education studies literature, interdisciplinary science education is mostly considered outside the multitude of social forces that drive education reform. This has contributed to a mythologizing of interdisciplinary science education and lead to assumptions about the necessity of its intervention into science education practice. This research constructs a critical analysis of interdisciplinary science education by exploring a philosophical understanding of the relations between scientific disciplines, investigating discourse about interdisciplinarity in science education policy literature, and provides socioeconomic context for this reform movement. In particular, Louis Althusser's theory of ideology as material force, his conception of the spontaneous philosophy of scientists, and his theses on the ideological nature of interdisciplinary science are foundational to this critique. Althusser's contributions allow for critical reflection on interdisciplinarity and the effects of promoting it throughout scientific enterprise. Viewing interdisciplinary science education through this critical lens allows for demarcating the ideological narratives of reformist discourse from the intended outcomes of reform. This investigation elucidates the intervention of interdisciplinarity as an ideological force governing the reproduction of scientific labor, with intended downstream socioeconomic effects, such as shifting science labor from the public sector to private industry to accommodate for austerity. The conclusions of this analysis advocate for historical materialist methodologies in science education research and critical education studies, while emphasizing the role of ideology in socioeconomic reproduction. 相似文献
9.
在夯实学科知识的基础上,STEM教育以跨学科思维解决真实问题,注重反思迁移,为深度学习的实现提供可能。文章首先概述了STEM教育的特征,分析了STEM教育与深度学习的关系。接着,文章设计了深度学习的发生路线,并以此为基础确定了STEM教育的实施过程。随后,文章以STEM教育的实施过程为横坐标,以深度学习的发生路线为纵坐标,构建了指向深度学习的STEM教育模型。最后,文章以"抗震建筑的设计与制作"项目为例,从预热、酝酿、发生、成熟四个阶段阐释了指向深度学习的STEM教育模型的具体实施过程。文章的研究推动了深度学习与STEM教育的融合发展,可为课程教学改革提供有益参考。 相似文献
10.
本文基于文献计量学理论,对中美STEM教育研究的文献进行了分析,分别得出了两国在该领域的高影响期刊、文献年度分布、前十位高产学者以及高产学术机构等结果.研究表明,美国STEM教育研究人员和机构数量庞大,而国内文献总量较少,增速缓慢,各学术机构间产量悬殊,高产学者和资源分布比较集中;美国STEM教育研究注重基础性和实证性,国内综述性研究居多,缺少支撑STEM教育实践的实证性研究;美国STEM教育研究涵盖所有学段,研究主题涉及众多方面,国内研究主要针对基础教育和创客教育,对高等教育等研究不足.未来我国STEM教育研究应在教师专业发展、STEM课程融合和学习科学等方面开展广泛的本土化研究. 相似文献
11.
STEM教育的宗旨是整合创新,这对STEM课程的设计、开发和实施都提出了很高的要求。然而我国STEM教育领域却存在课程体系不明、课程目标不清晰、缺乏细致的探究学习设计、专业教师储备不足、未形成健康生态等问题。STEM教育遭遇的困境实际上是经验主义的前现代教育不适应现代社会发展要求的表现。STEM教育不是教学法意义上的教育革新,而是全新的教育实践。STEM教育需要与以往不同的教育实践生态。因此只有升级为现代教育,STEM教育才能摆脱上述困境。这就需要我们努力发展新教育学,并在新教育学理论指导下组建新的专业团队,构建健康的STEM共同体和企业联盟,开发新的STEM课程并提供STEM教师专业发展服务,培养STEM专业教师以基于一致性的新方式实施课程,允许教师以教育众筹的方式参与STEM课程升级,最终实现STEM整合创新的教育旨趣。 相似文献
12.
The relationship between education policy and workforce policy has long been uneasy. It is widely believed in many quarters of American society that the U.S. education system is in decline and, what’s more, that it bears significant responsibility for a wide range of social ills, including stagnant wages, increasing inequality, high unemployment, and overall economic lethargy. However, as analyzed in this paper, the preponderance of evidence suggests that the U.S. education system has produced ample supplies of students to respond to STEM labor market demand. The “pipeline” of STEM-potential students is similarly strong and expanding.
相似文献13.
为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。 相似文献
14.
Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature. 相似文献
15.
In this issue, we have compiled six original papers, outcomes from the U.S. National Science Foundation (US-NSF)-funded REESE (Research and Evaluation on Education in Science and Engineering) 2020 Vision: The Next Generation of STEM Learning Research project. The purpose of 2020 Vision was to re-envision the questions and frameworks guiding STEM research in the twenty-first century, given that notions of learning have changed significantly in the last decade. The papers present diverse research principles that emerged from an initial 2020 Vision conference at Oregon State University (OSU), were then vetted more broadly with the science education community nationally and internationally, and presented in a public 2020 Vision symposium series also at OSU. Individually and as a group, these papers argue that if STEM learning is lifelong, life-wide and life-deep, research designs need to cut across the diverse settings and investigate the multiple contexts and media in which learners live and interact. Authors call for research paradigms that holistically reflect questions of the “what, when, where, why, how and with whom” of STEM learning. Associated Forum papers respond and expand the conversation by critically examining the recommended research principles and in some cases, challenging both authors and editors to think even more broadly. Two Key Contributor pieces highlight the contributions of researchers who have helped to push on these research boundaries, advancing science education research nationally and internationally. A final synthesis paper, a case study of research being conducted in a diverse, under-resourced community in Portland, Oregon provides one example of how the 2020 Vision research principles might be integrated into a comprehensive STEM learning research study. 相似文献
16.
当前我国STEM教学中普遍存在课程设计粗线条化、缺少足够的教学支架、无法满足学生完成探究过程等问题。造成这些问题最为核心的原因是STEM教学设计过程中没有充分考虑如何激发学习者的学习动机。STEM教学所强调的自主、合作、探究的"做中学"学习方式和注重跨学科、情境、体验、参与的特色,有助于激发学习者多个层面的学习动机,从而提升STEM教学效果。基于STEM教学过程模式、学习动机相关理论以及动机层次模型,通过归纳演绎构建的面向STEM教学过程的学习动机序列模型,包括教学目标/结果层、教学活动层、教学干预/策略层三层结构,通过每层核心要素的横向推进以及层与层之间的纵向转化,最终指向STEM学习动机的激发。该模型的特色体现在,从情境、语境和全局三个层次划分了学习动机,并指出在各教学环节可以通过不同的教学活动设计来激发不同类型的学习动机,且情境、语境和全局动机之间存在双向循环递归关系。案例分析结果表明,该模型有助于指导教师更好地在STEM教学中激发学习者的多层学习动机。 相似文献
17.
Marta Civil 《Cultural Studies of Science Education》2016,11(1):41-59
This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement. 相似文献
18.
Kim B. Wright 《Clearing house (Menasha, Wis.)》2019,92(1-2):1-8
STEM teaching occurs within national and state policy contexts that are constantly shifting in terms of standards and accountability due to the current and intense focus on students’ STEM outcomes. In the last two decades, federal legislation as well as common standards movements increasingly influence what and how STEM teachers instruct their students. Improvement science in education (ISE) has recently emerged as a new method of addressing many of the issues that impact teacher teaching and STEM teacher quality. ISE is a context-focused process improvement approach targeted at school improvement. This article explores three main barriers between STEM teacher professional development and student learning, and focuses on ISE as a promising alternative to current forms of STEM teacher professional development. 相似文献
19.
Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success 
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下载免费PDF全文 Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018 相似文献
20.
吉林省高校本科STEM教育课程的发展为我国STEM课程建设提供了分析样本与经验参考。经分析,吉林省32所本科层次高校中仅有13所开设了STEM教育课程,在所开设的STEM教育课程中,课时分配与资源配置存在着不足,此外,学生的学习方式、评价方式创新性不足,STEM教学给予学生的帮助不多。总体来看,吉林省高校本科STEM教育课程存在着三方面的问题:一是政策落实仍需加强,二是课程资源仍然缺乏,三是课程评价仍不完善。未来在发展中需要在以下四方面深化:一是普及教育政策,二是丰富课程资源,三是扩展课程评价,四是强化师资队伍。 相似文献