{"title":"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","authors":"Shiyan Jiang, Changzhao Wang","doi":"10.1080/17439884.2023.2225858","DOIUrl":null,"url":null,"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.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"15 1","pages":"596 - 611"},"PeriodicalIF":4.0000,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Blurring the boundaries of current and future selves: students’ STEM identity exploration in a multimodal composing learning environment\",\"authors\":\"Shiyan Jiang, Changzhao Wang\",\"doi\":\"10.1080/17439884.2023.2225858\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47502,\"journal\":{\"name\":\"Learning Media and Technology\",\"volume\":\"15 1\",\"pages\":\"596 - 611\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2023-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Media and Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/17439884.2023.2225858\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Media and Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17439884.2023.2225858","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Blurring the boundaries of current and future selves: students’ STEM identity exploration in a multimodal composing learning environment
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.
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.
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