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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Book chapter
STEM in a changing world: 'Insider' and 'outsider' perspectives
Ways of Thinking in STEM-based Problem Solving: Teaching and Learning in a New Era, pp.15-28
Routledge, 1st
2025
Appears in Recent Faculty of Education Publications
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Abstract
What should be the aims of STEM education in a changing world faced with unprecedented social, economic and environmental challenges? In this chapter, it is argued that STEM education should aim for growing a competent insider and outsider in relation to STEM. In doing so, challenging learners to apply new skills and knowledge in different and creative ways in STEM contexts not encountered before provides opportunities to reconsider what it means to be STEM literate in a changing world. To illustrate this perspective, two research projects that sought students’ personal and affective experiences of STEM-related activities reflecting more meaningful and critical engagement with STEM activities that are valued and valuable to individuals are discussed. Using collaborative settings (one with upper secondary students in the UK, the other with preservice teachers in Korea), the two studies provide insights into rethinking what is valued in respect of learning in different contexts. Although each study has a nuanced focus on particular tasks, activities, processes and interactions, they each required the participants to engage in critical reflection and decision making in contexts that are of personal and societal relevance.
Details
- Title
- STEM in a changing world: 'Insider' and 'outsider' perspectives
- Creators
- Karen Skilling - University of OxfordWonyong Park - University of Southampton
- Contributors
- Lyn D English (Editor) - Queensland University of TechnologyTimothy Lehmann (Editor) - Queensland University of Technology
- Publication Details
- Ways of Thinking in STEM-based Problem Solving: Teaching and Learning in a New Era, pp.15-28
- Publisher
- Routledge; Oxon, UK
- Edition
- 1st
- Number of pages
- 14
- Grant note
- University of Southampton.
- Identifiers
- 991013351557902368
- Copyright
- © 2025 selection and editorial matter, Lyn D. English and Timothy Lehmann; individual chapters, the contributors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter