STS Postures: responsible innovation and research in undergraduate STEM education
STS Postures: responsible innovation and research in undergraduate STEM education
复制标题
STS 姿态：本科生 STEM 教育中负责任的创新和研究
DOI：
10.1080/23299460.2020.1839230
复制
发表时间：
2020
影响因子：
3.9
通讯作者：
Nicole Mogul
中科院分区：
文献类型：
--
作者：
D. Tomblin;Nicole Mogul
我们认为，结合STS姿势，定位一个人的身体是谦虚的，开放的，关键的，以行动为导向，与负责任的创新和研究框架（RRI）可以帮助教育工作者有效地翻译科学和技术研究（STS）本科STEM学生。虽然存在干预本科STEM教育的重要努力，但整合社会技术系统思维仍然是一个挑战。STS Postures使STS更加技能驱动，以行动为导向的方法，这有助于学生使RRI和STS理论的抽象概念更加具体。这种方法是由STS思想者技能激活的：技能，以及思维方式和行为，激励学生成为反思性的系统思想者，并使他们成为所选领域的变革推动者。我们提供了一个例子，从我们在科学，技术和社会计划本科STEM专业的工作中可以看出这样的课程。
We argue combiningSTS Postures, positioning one’s body to be humble, open, critical, and action-oriented, with the responsible innovation and research framework (RRI) could help educators effectively translate Science and Technology Studies (STS) for undergraduate STEM students. While important efforts to intervene in undergraduate STEM education exist, integrating socio-technical systems thinking remains a challenge.STS Posturesenables a more skill-driven, action-oriented approach to STS, which helps students make the abstract concepts of RRI and STS theory more concrete. This approach is activated bySTS Thinker Skills: skills, as well as mindsets and behaviors that inspire students to be reflexive systems thinkers and equip them to be change agents within their chosen fields. We provide an example of what curriculum like this might look like from our work within a Science, Technology and Society program for undergraduate STEM majors.