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

我计划进行一项混合方法研究，通过英国中学科学、数学、信息通信技术/计算和设计技术教师的项目工作，探索对STEM整合的信念和实践。通过横断面调查和个案研究相结合的方法，我希望找出教师关于STEM的认识论和教育学信念是如何形成的，以及不同学科专家之间的差异。然后，我将审查教师在STEM整合方面的实际做法，特别强调信念与实践之间的任何不匹配。以嵌入的信仰系统的社会文化模型为框架，我将考察影响这些信仰和实践的学校文化和更广泛的环境的特征。希望这项研究将有助于国内和国际上围绕STEM教育的目的和性质的辩论，并为有效的CPD的规划提供信息，使教师能够理解和探索他们自己的信念和实践。我不会在海外进行任何实地考察，也不会接受困难的语言培训。

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.