Problematizing STEM Integration from an Epistemological and Identity Perspective

STEM education is a global trend, although there is not a convergence regarding the aims, methods and theories behind different meanings given. Within this amalgam of perspectives, the vision of STEM education as an inherently interdisciplinary or integrated framework is usually the most favored. Th...

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Autores: Couso, Digna|||0000-0003-4253-5049, Grimalt Álvaro, Carme|||0000-0002-5314-7706, Simarro Rodríguez, Cristina|||0000-0001-8532-0879
Tipo de recurso: capítulo de libro
Fecha de publicación:2022
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:321539
Acceso en línea:https://ddd.uab.cat/record/321539
https://dx.doi.org/urn:doi:10.1007/978-3-031-08697-7_13
Access Level:acceso abierto
Palabra clave:STEM education
Epistemology
Identity
STEM competence
Interdisciplinarity
STEM integration
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spelling Problematizing STEM Integration from an Epistemological and Identity PerspectiveCouso, Digna|||0000-0003-4253-5049Grimalt Álvaro, Carme|||0000-0002-5314-7706Simarro Rodríguez, Cristina|||0000-0001-8532-0879STEM educationEpistemologyIdentitySTEM competenceInterdisciplinaritySTEM integrationSTEM education is a global trend, although there is not a convergence regarding the aims, methods and theories behind different meanings given. Within this amalgam of perspectives, the vision of STEM education as an inherently interdisciplinary or integrated framework is usually the most favored. This tacit understanding can lead STEM educational proposals to fail in the acknowledgement of what view of STEM education they hold and diminish the potential behind diversity of approaches. In this chapter we discuss how, regardless of the educational approach, we need to develop and promote both an epistemic understanding of what is STEM and students' identity growth from an equitable and inclusive perspective so that STEM education can successfully achieve its educational aims. To this end, we argue how both an epistemological and identity perspective offer interesting arguments to address important questions within STEM education, such as the supposedly inherent integrative character of STEM education or the existence of a single privileged model of STEM integration. In consequence, we claim for a more critical standpoint in STEM education emphasizing the richness introduced by an idiosyncratic focus regarding both disciplines and people, offering an initial definition of STEM competence that can help to guide STEM education proposals. 22022-01-0120222022-01-01Capítol de llibrehttp://purl.org/coar/resource_type/c_3248AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/bookPartapplication/pdfhttps://ddd.uab.cat/record/321539https://dx.doi.org/urn:doi:10.1007/978-3-031-08697-7_13reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3215392026-06-06T12:50:31Z
dc.title.none.fl_str_mv Problematizing STEM Integration from an Epistemological and Identity Perspective
title Problematizing STEM Integration from an Epistemological and Identity Perspective
spellingShingle Problematizing STEM Integration from an Epistemological and Identity Perspective
Couso, Digna|||0000-0003-4253-5049
STEM education
Epistemology
Identity
STEM competence
Interdisciplinarity
STEM integration
title_short Problematizing STEM Integration from an Epistemological and Identity Perspective
title_full Problematizing STEM Integration from an Epistemological and Identity Perspective
title_fullStr Problematizing STEM Integration from an Epistemological and Identity Perspective
title_full_unstemmed Problematizing STEM Integration from an Epistemological and Identity Perspective
title_sort Problematizing STEM Integration from an Epistemological and Identity Perspective
dc.creator.none.fl_str_mv Couso, Digna|||0000-0003-4253-5049
Grimalt Álvaro, Carme|||0000-0002-5314-7706
Simarro Rodríguez, Cristina|||0000-0001-8532-0879
author Couso, Digna|||0000-0003-4253-5049
author_facet Couso, Digna|||0000-0003-4253-5049
Grimalt Álvaro, Carme|||0000-0002-5314-7706
Simarro Rodríguez, Cristina|||0000-0001-8532-0879
author_role author
author2 Grimalt Álvaro, Carme|||0000-0002-5314-7706
Simarro Rodríguez, Cristina|||0000-0001-8532-0879
author2_role author
author
dc.subject.none.fl_str_mv STEM education
Epistemology
Identity
STEM competence
Interdisciplinarity
STEM integration
topic STEM education
Epistemology
Identity
STEM competence
Interdisciplinarity
STEM integration
description STEM education is a global trend, although there is not a convergence regarding the aims, methods and theories behind different meanings given. Within this amalgam of perspectives, the vision of STEM education as an inherently interdisciplinary or integrated framework is usually the most favored. This tacit understanding can lead STEM educational proposals to fail in the acknowledgement of what view of STEM education they hold and diminish the potential behind diversity of approaches. In this chapter we discuss how, regardless of the educational approach, we need to develop and promote both an epistemic understanding of what is STEM and students' identity growth from an equitable and inclusive perspective so that STEM education can successfully achieve its educational aims. To this end, we argue how both an epistemological and identity perspective offer interesting arguments to address important questions within STEM education, such as the supposedly inherent integrative character of STEM education or the existence of a single privileged model of STEM integration. In consequence, we claim for a more critical standpoint in STEM education emphasizing the richness introduced by an idiosyncratic focus regarding both disciplines and people, offering an initial definition of STEM competence that can help to guide STEM education proposals.
publishDate 2022
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2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Capítol de llibre
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AM
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https://dx.doi.org/urn:doi:10.1007/978-3-031-08697-7_13
url https://ddd.uab.cat/record/321539
https://dx.doi.org/urn:doi:10.1007/978-3-031-08697-7_13
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
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eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
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