STEM教育的跨学科性:批判性回顾

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2020-05-12 DOI:10.1080/03057267.2020.1755802
M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan, Jennifer D. Adams, Maryam Hachem
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引用次数: 86

摘要

科学、技术、工程和数学(STEM)教育近年来引起了人们的广泛关注,并已成为全球研究的一个重点领域。本文的目的是对STEM教育及其跨学科性如何在该领域早期制定期间发表的实证研究中被定义和/或定位进行批判性回顾。特别是,我们试图确定这些研究如何概念化学习者和学习,并根据宏观系统话语描绘潜在的假设,这些话语通常作为塑造STEM教育研究和实践的意识形态力量。我们研究了2007年1月至2018年3月期间发表的154篇同行评议文章,并从几个新兴维度对它们进行了分析:它们的地理空间重点、重点学科领域、方法和理论假设以及主要发现。基于批判性的跨学科视角,我们使用批判性话语分析来确定宏观系统和制度化的力量-公开和隐性-如何塑造STEM教育研究,包括其目标和学习者和学习的概念。我们的分析强调了通过挑战学科霸权来实现STEM教育研究的美学扩展和多样化的必要性,并呼吁将焦点从人力资本话语中重新定位。
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Transdisciplinarity in STEM education: a critical review
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.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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