“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM
“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM
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——这仍然是 STEM——：利用工程设计过程来挑战工程和 STEM 的主导叙述
DOI：
10.1080/07370008.2022.2156512
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发表时间：
2023
影响因子：
3.3
通讯作者：
Watkins, Jessica
中科院分区：
文献类型：
--
作者：
Watkins, Jessica
教师可以在挑战或重申主导叙事方面发挥关键作用，这些叙事涉及什么是STEM，谁被视为STEM学科，以及这些学科应该如何教授。然而，教师在自己的教育中经常以有限的方式体验STEM，因此几乎没有资源来重新想象这些学科。虽然教师教育工作者设计了让教师参与新形式的纪律活动的学习环境，但很少有人描述教师如何将这些经历与影响自己和学生学习的主导叙事联系起来。在这项研究中，我报告了阿尔玛的经历，她是一名白人工薪阶层女小学教师，参加了一个面向K-12工程教育工作者的在线研究生证书课程。通过参与项目中的工程设计，阿尔玛对工程设计过程进行了挪用-转化，并形成了自己的-话语，这种方式困扰着一些限制她、她的家人、她在STEM和学校的学生的叙事。阿尔玛的经验强调，不仅需要考虑教师从纪律工具和话语中学到了什么，而且需要考虑他们如何将这些工具和话语转化为自己的目的和背景。
Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines. While teacher educators have designed learning environments that engage teachers in new forms of disciplinary activities, there have been few accounts that describe how teachers make connections between these experiences and dominant narratives that impact their own and their students’ learning. In this study, I report on the experiences of Alma, a white, working-class, female elementary teacher in an online graduate certificate program for K-12 engineering educators. Through her engagement in engineering design in the program, Alma appropriated—transformed and made her own—discourse of the engineering design process in ways that trouble some of the narratives that restrict her, her family, and her students in STEM and in school. Alma’s experiences emphasize the need to consider not just what teachers learn about disciplinary tools and discourses, but how they transform these for their own purposes and contexts.
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