Agency and authorship in project-based STEM: A cultural historical activity theory perspective

基于项目的 STEM 中的代理权和作者权：文化历史活动理论视角

• 批准号: 1605771
• 金额: --
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2015
• 资助国家: 英国
• 起止时间: 2015 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1605771
• 关键词: Agency; authorship; project; based; STEM

I plan to conduct a mixed methods study to explore beliefs about and practices of STEM integration through project work among secondary school science, maths, ICT/computing and design technology teachers in England. Through a combination of cross-sectional surveys and individual case studies, I hope to identify how teachers' epistemological and pedagogical beliefs about STEM are formed and how they differ between subject specialists. I will then examine teachers' actual practices of STEM integration with particular emphasis on any mismatches between belief and practice. Using the sociocultural model of embedded belief systems as a framework, I will examine the features of the school culture and wider environment that inform these beliefs and practices. It is hoped that this research will contribute to the national and international debate around the purposes and nature of STEM education as well as inform the planning of effective CPD to enable teachers to understand and explore their own beliefs and practices. I will not be undertaking any overseas fieldwork or difficult language training.

我计划进行一项混合方法的研究，探索信念和实践的干整合，通过项目工作中学科学，数学，信息通信技术/计算和设计技术教师在英格兰。通过横向调查和个案研究相结合，我希望确定教师对STEM的认识论和教学论信念是如何形成的，以及它们在学科专家之间的差异。然后，我将研究教师的STEM整合的实际做法，特别强调信仰和实践之间的任何不匹配。使用嵌入式信念系统的社会文化模型作为框架，我将研究学校文化和更广泛的环境，告知这些信念和做法的特点。希望这项研究将有助于围绕STEM教育的目的和性质的国家和国际辩论，并为有效的CPD规划提供信息，使教师能够了解和探索自己的信仰和实践。我将不会进行任何海外实地考察或困难的语言培训。