STEM in a changing world: what is valuable and valued
STEM in a changing world: what is valuable and valued
What should be the aims of STEM education in a changing world faced with unprecedented social, economic and environmental challenges? In this chapter, it is argued that STEM education should aim for growing a competent insider and outsider in relation to STEM. In doing so, challenging learners to apply new skills and knowledge in different and creative ways in STEM contexts not encountered before provides opportunities to reconsider what it means to be STEM literate in a changing world. To illustrate this perspective, two research projects that sought students’ personal and affective experiences of STEM-related activities reflecting more meaningful and critical engagement with STEM activities that are valued and valuable to individuals are discussed. Using collaborative settings (one with upper secondary students in the UK, the other with preservice teachers in Korea), the two studies provide insights into rethinking what is valued in respect of learning in different contexts. Although each study has a nuanced focus on particular tasks, activities, processes and interactions, they each required the participants to engage in critical reflection and decision making in contexts that are of personal and societal relevance.
Skilling, Karen
94926c20-725a-4274-a57e-11fc1bf1713b
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
2 October 2024
Skilling, Karen
94926c20-725a-4274-a57e-11fc1bf1713b
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Skilling, Karen and Park, Wonyong
(2024)
STEM in a changing world: what is valuable and valued.
In,
English, Lyn and Lehmann, Timothy
(eds.)
Ways of thinking in STEM-based problem solving: Teaching and learning in a new era.
1 ed.
Routledge.
(doi:10.4324/9781003404989).
Record type:
Book Section
Abstract
What should be the aims of STEM education in a changing world faced with unprecedented social, economic and environmental challenges? In this chapter, it is argued that STEM education should aim for growing a competent insider and outsider in relation to STEM. In doing so, challenging learners to apply new skills and knowledge in different and creative ways in STEM contexts not encountered before provides opportunities to reconsider what it means to be STEM literate in a changing world. To illustrate this perspective, two research projects that sought students’ personal and affective experiences of STEM-related activities reflecting more meaningful and critical engagement with STEM activities that are valued and valuable to individuals are discussed. Using collaborative settings (one with upper secondary students in the UK, the other with preservice teachers in Korea), the two studies provide insights into rethinking what is valued in respect of learning in different contexts. Although each study has a nuanced focus on particular tasks, activities, processes and interactions, they each required the participants to engage in critical reflection and decision making in contexts that are of personal and societal relevance.
Text
9781032520346_English_CH02[3]
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Accepted/In Press date: 15 July 2024
Published date: 2 October 2024
Identifiers
Local EPrints ID: 492663
URI: http://eprints.soton.ac.uk/id/eprint/492663
PURE UUID: 04400993-c1b8-427a-951e-081a60f4be16
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Date deposited: 09 Aug 2024 16:48
Last modified: 10 Aug 2024 02:02
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Contributors
Author:
Karen Skilling
Author:
Wonyong Park
Editor:
Lyn English
Editor:
Timothy Lehmann
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