Investigating the Epistemic Nature of STEM: Analysis of Science Curriculum Documents from the USA Using the Family Resemblance Approach
Investigating the Epistemic Nature of STEM: Analysis of Science Curriculum Documents from the USA Using the Family Resemblance Approach
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调查 STEM 的认知本质：使用家族相似性方法分析美国科学课程文件
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
S. Erduran
中科院分区：
文献类型：
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作者：
Wonyong Park;Jen;S. Erduran
尽管 STEM 教育在课程政策和研究文献中很普遍，但 STEM 的精确认知本质及其在教育中的应用方式却相对不足。在本章中，我们使用家族相似性方法 (FRA) 的框架作为基础，强调两份美国科学课程文件中所代表的 STEM 学科之间的认知相似性和差异。 FRA 允许将 STEM 的组成学科理解为“家族”的成员，这些学科具有特定的特征，但也强调了领域的特殊性，其中特定的知识和实践特定于各个学科。我们的目标是探索 FRA 在阐明 STEM 认知本质和促进课程分析方面的功能。为此，我们对《美国全民科学》和《下一代科学标准》进行了分析，以检验它们对 STEM 学科认知基础的覆盖范围，并讨论对课程政策的影响。
Although STEM education has been prevalent in curriculum policy and research literature, the precise epistemic nature of STEM and how it applies in education are relatively understudied. In this chapter, we use the framework of the Family Resemblance Approach (FRA) as a basis for highlighting the epistemic similarities and differences between the constituent STEM disciplines as represented in two US science curriculum documents. FRA allows for understanding constituent disciplines of STEM as members of a “family” that share particular features but also highlights domain specificity where particular knowledge and practices are specific to the respective disciplines. Our aim is to explore the affordances of FRA in clarifying the epistemic nature of STEM and in contributing to curriculum analysis. To do this, we present an analysis of the US Science for All Americans and the Next Generation Science Standards to examine their coverage of epistemic underpinnings of STEM disciplines and discuss implications for curriculum policy.