Nurturing Diversity in STEM Fields through Geography: the Past, the Present, and the Future
Nurturing Diversity in STEM Fields through Geography: the Past, the Present, and the Future
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通过地理培育 STEM 领域的多样性：过去、现在和未来
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
N. J. Young
中科院分区：
文献类型：
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作者：
Tonny J. Oyana;S. Garcia;Timothy L. Hawthorne;Jennifer Haegele;J. Morgan;N. J. Young
迄今为止，关于参与科学、技术、工程和数学（STEM）领域的研究已有大量，但大多数研究都集中在项目的实施以及这些项目是否有效。通过考虑参与 STEM 领域的地理视角并检查阻碍参与这些领域的因素，可以扩大和加强此类研究。在本文中，我们试图从地理角度以两种方式扩大 STEM 领域的参与。我们首先对高等教育的障碍和促进因素的地理理解进行了文献综述，其中包括 STEM 领域代表性不足的人群。其次，我们提出了一个促进地理并寻求扩大 STEM 领域参与的案例研究。文献综述和案例研究都表明了基于场所的因素和方法、空间思维和探究式学习、环境教育和公民参与工作在帮助推动科学、技术、工程和数学（STEM）领域扩大参与方面的重要性和作用。
To date, there has been a wealth of research on participation in science, technology, engineering, and mathematics (STEM) fields, but most research focuses on the implementation of programs and whether these programs work or not. Such research can be expanded and enhanced by considering geographic perspectives on participation in the STEM fields and by examining the factors that prevent participation in these fields. In this paper, we seek to examine geographic perspectives to broadening participation in the STEM fields in two ways. We first conduct a literature review on the geographical understanding of barriers and facilitators of higher education that encompasses underrepresented populations in STEM fields. Second, we present a case study that catalyzes geography and seeks to broaden participation in the STEM fields. Both the literature review and case study show the significance and the role played by placed-based factors and approaches, spatial thinking and inquiry-based learning, and environmental education and civic engagement work in helping advance the science of broadening participation in STEM fields.