Issues of power and control in STEM education: a reading through the postmodern condition

Zouda, Majd

doi:10.1007/s11422-017-9820-6

Cited by 20 publications

(9 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our position is that such an effort must be assumed and defended by science education, which, driven by capitalism, has been taken to a state of total reproduction of the capitalist system. In this sense, Brazilian curriculum policies, mostly aimed at technical education (Ostermann & Rezende, 2020 ), as well as the science, technology, engineering, and mathematics (STEM) curriculum in the USA, focused on the need to train competitive professionals for the global economy (Zouda, 2018 ) and the need to be deconstructed to build a counter-hegemonic and critical science education. In this sense, it is interesting to note that STEM acronym begins with science and technology, the same concepts mentioned in STS, which was initiated as a counter-hegemonic discourse in science education.…”

Section: Discussionmentioning

confidence: 99%

South epistemologies to invent post-pandemic science education

Rezende

Ostermann

Guerra

2021

Cult Stud of Sci Educ

View full text Add to dashboard Cite

Besides being a country with high inequality, Brazil faces an alarming sociohistorical moment in which the coronavirus disease 2019 (COVID-19) pandemic is exacerbating a disastrous political situation that promotes polarization and social division. The context of this situation is described here through a critical lens, as a justification for conceiving a counter-hegemonic proposal based on different views that share the perspective of Global South epistemologies. Santos’ (in Santos (ed) Epistemologias do Sul , Coimbra, Edições Almedina, 2009) fundamental principle is that there is no global social justice without global cognitive justice, which is represented by the concept of ecology of knowledge. In a recent publication, Santos ( A cruel pedagogia do vírus , Coimbra, Edições Almedina.Santos, 2020) demonstrates that the negative effects of the pandemic on the planet and humanity were exacerbated by the planetary dimensions that capitalism has taken on. The author states that the current health crisis is connected to the ecological crisis, since both are manifestations of this model of society, which is based on the unlimited exploitation of natural resources. Building on these ideas, we envisage a science education that fights for the preservation of the planet, is critical of the capitalist model of society, and values the knowledge of the Global South.

show abstract

Section: Discussionmentioning

confidence: 99%

South epistemologies to invent post-pandemic science education

Rezende

Ostermann

Guerra

2021

Cult Stud of Sci Educ

View full text Add to dashboard Cite

show abstract

“…Lyotard's (1984) theory of the primacy of personal knowledge as a factor of overall efficiency and productivity can help this. Scholars are now talking about this again: the multimodality of subjective practices, experiences and educational intensions, personal successes and achievements can have a cumulative effect and result for overall development (Zouda, 2018).…”

Section: A Review Of the Literature On Perspectives On The Economics ...mentioning

confidence: 99%

Thinking on the Edge of Globalism. Are there Prospects for Educational and Economic Reforms in Ukraine?

Orshanskyі

Нищак

Kuzan

et al. 2022

View full text Add to dashboard Cite

The article reveals the essential features and conditions of the long-term process of development of competitive innovation economy - knowledge economy on the example of Ukraine, where the dialogue of late postmodernism and early post-industrialism create special regional conditions. The article characterizes education as not just a form of social consciousness and practice, but as a social and cultural engine and simultaneously marker of civilization development level; considers higher education system from the point of view of society request to form specialists of high qualification level and as a result powerful factor of regional economic growth; offers the directions of Ukraine higher education reforming, which still has signs of late postmodernism. The authors of this article have proved that the synergy of the economic and educational-scientific spheres is capable of changing the global laws of society's existence and returning the course of history to a truly humanistic, technological and divinely attentive course. The development of innovative activities, the introduction of new technologies, which in the long term to overcome the negative trends, primarily related to the need for structural reform of the educational sector in Ukraine and other regions, which are attractors of world change. In particular, cardinal changes require higher education as the most important resource potential that determines the direction of sustainable economic development.

show abstract

“…The trend assumes that STEM education is crucial in educating future scientists and engineers to meet the rapid development of technology (Geng et al, 2019). Similarly, STEM education is rapidly being adopted by educational research to increase employment and career opportunities, community STEM literacy (Zouda, 2018), and to acquire key skills and abilities that will be beneficial personally and professionally (Garry et al, 2020). Salzman and Benderly (2019), for example, point out that STEM education produces a large number of students who can fill STEM job openings.…”

Section: Introductionmentioning

confidence: 99%

Rasch Validation of Instrument Measuring Gen-Z Science, Technology, Engineering, and Mathematics (STEM) Application in Teaching during the Pandemic

Qudratuddarsi

Hidayat

Shah

et al. 2022

IJLTER

View full text Add to dashboard Cite

The impact of the Covid-19 pandemic has had a far-reaching effect on higher education institutions, and individual student assessments have garnered much attention during the pandemic. This study aimed to validate Science, Technology, Engineering, and Mathematics (STEM) application instruments using the Rasch analysis employing Winsteps version 3.73. A survey was conducted with 201 respondents from two provinces in Indonesia. The students were selected by convenience sampling and answered the adopted STEM application instrument. The STEM application instruments were adapted, and these were divided into seven sub-constructs derived from STEM disciplines. Rasch Modelling was employed for data analysis using Winsteps version 3.7.3 to analyse reliability, separation, item fit statistics, unidimensionality, and rating scale calibration. Each sub-construct fulfilled a minimum of 0.65 for Cronbach alpha, item, and person reliability, and most of them had more than 1.5 person and item separation. In general, each item had a good score of the mean square, Z-tolerated standard, and point measure correlation, indicating fulfilment of the Rasch measurement model. The analysis also showed unidimensionality assumption and an excellent rating scale. This study contributed to the body of STEM knowledge by using Rasch Modelling to test the validity and reliability of STEM application instruments.

show abstract

Issues of power and control in STEM education: a reading through the postmodern condition

Cited by 20 publications

References 34 publications

South epistemologies to invent post-pandemic science education

South epistemologies to invent post-pandemic science education

Thinking on the Edge of Globalism. Are there Prospects for Educational and Economic Reforms in Ukraine?

Rasch Validation of Instrument Measuring Gen-Z Science, Technology, Engineering, and Mathematics (STEM) Application in Teaching during the Pandemic

Contact Info

Product

Resources

About