Blurring the boundaries of current and future selves: students’ STEM identity exploration in a multimodal composing learning environment

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning Media and Technology Pub Date : 2023-06-18 DOI:10.1080/17439884.2023.2225858

Shiyan Jiang, Changzhao Wang

引用次数: 1

Abstract

ABSTRACT As multimodal composition is gradually integrated into STEM learning, research is needed to examine how to fully connect multimodal composing practices and STEM practices to support students’ STEM identity exploration. To fill in this gap, we conducted a design-based research project to investigate how students explored STEM identities in a multimodal composing environment. A total of 42 fifth- to eighth-grade students participated in the project in which they worked in groups to create multimodal science fiction stories. We identified two cross-cutting themes regarding how students presented STEM-related selves in multimodal artifacts: channeling current and imagined future life experiences into multiple characters and experiencing a hypothetical universe through restorying the self. The findings suggest that students presented a mix of current and future selves in multimodal artifacts. This study sheds light on promoting STEM identity by engaging students in presenting selves through modes of choice.

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模糊当前和未来自我的界限:学生在多模态作曲学习环境中的STEM身份探索

随着多模态作曲逐渐融入STEM学习，如何将多模态作曲实践与STEM实践充分对接，以支持学生的STEM身份探索，是需要研究的问题。为了填补这一空白，我们开展了一个基于设计的研究项目，调查学生如何在多模态作曲环境中探索STEM身份。共有42名五年级到八年级的学生参加了这个项目，在这个项目中，他们分组创作多模式的科幻故事。我们确定了关于学生如何在多模态人工产物中呈现stem相关自我的两个交叉主题:将当前和想象的未来生活经历引导到多个角色中，以及通过恢复自我体验一个假设的宇宙。研究结果表明，学生在多模态人工制品中呈现了当前和未来自我的混合。这项研究揭示了通过让学生通过选择模式展示自我来促进STEM认同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.