Transdisciplinarity in STEM Education: A Critical Review

Autor/inn/en	Takeuchi, Miwa A.; Sengupta, Pratim; Shanahan, Marie-Claire; Adams, Jennifer D.; Hachem, Maryam
Titel	Transdisciplinarity in STEM Education: A Critical Review
Quelle	In: Studies in Science Education, 56 (2020) 2, S.213-253 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Takeuchi, Miwa A.) ORCID (Sengupta, Pratim) ORCID (Shanahan, Marie-Claire) ORCID (Adams, Jennifer D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2020.1755802
Schlagwörter	STEM Education; Critical Theory; Discourse Analysis; Interdisciplinary Approach; Research Reports; Research Needs; Aesthetics; Research Methodology; Databases; Standards; Kindergarten; Elementary Secondary Education; Trend Analysis; Teaching Methods; Educational Trends + Suchen Sie Ihr Suchwort? STEM; Kritische Theorie; Diskursanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Research report; Forschungsbericht; Forschungsbedarf; Ästhetik; Research method; Forschungsmethode; Datenbank; Standard; Trendanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung
Abstract	Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces -- overtly and implicitly -- shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01