Learning to teach the M in/for STEM for social justice

Nicol, Cynthia; Bragg, Leicha A.; Radzimski, Vanessa; Yaro, Kwesi; Chen, Arthur; Amoah, Emmanuel Kojo

doi:10.1007/s11858-019-01065-5

Cited by 14 publications

(3 citation statements)

References 19 publications

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“…Guzey et al (2016) analyzed teams of teachers who worked together to develop STEM curriculum units and found that many of these units addressed the characteristics of the STEM integration framework. Nicol, Bragg, Radzimski, Yaro, Chen and Amoah (2019) investigated the potential for combining social justice education, skills for the twenty-first century, and STEM education. They focused on the design of potentially rich tasks that engage students to gain crucial knowledge and skills for responding to the complex challenges, both locally and globally.…”

Section: Activity Designmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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STEM education is a new field within which understandings of what constitutes effective practice, and how this can be supported, are still in their infancy. The present research describes the experiences of prospective elementary school teachers in designing collaboratively STEM activities. This designing experiences occurred in a context of a PD program called "Introduction to STEM education". During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed unites targeted mainly the individual learning STEM skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of support for pre-service teachers to design STEM activities for implementation in their classrooms.

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Section: Activity Designmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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“…Simply put, teachers need to attend related programmes with an open mind and a positive predisposition towards tackling the sources of marginalisation (Bartell, 2013;Esmonde & Caswell, 2010;Meaney et al, 2009;Raygoza, 2016;Wright, 2016). Secondly, professional development programmes should provide a safe space for teachers to raise and share concerns with researchers and colleagues, and receive appropriate feedback/support from the group, which needs to work as a community of practice, sharing common visions (Gonzalez, 2009;Nicol et al, 2019;Planas & Civil, 2009). Another important issue raised by almost all studies reporting a professional development programme is the necessity for a balance between theory and practice (see Aguirre & Zavala, 2013).…”

Section: Rq3: How These Studies Inform Usmentioning

confidence: 99%

Mathematics teachers and social justice: a systematic review of empirical studies

Xenofontos

Fraser

Priestley

et al. 2020

Oxford Review of Education

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The issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end.

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“…Several studies have attempted to design STEM lessons with social justice emphasis; however, mathematics tends to be overlooked (Nicol et al, 2019) on the cost of strengthening the science, technology, or social justice parts. As an example, a lesson developed by Jungck and Manon (2019) where learners discuss sensitive issues, namely the one-child policy and slavey involving the analysis of real data, and an interdisciplinary STEM unit developed by (Mildenhall, Cowie, & Sherriff, 2019) where science and technology are employed to design shoes appropriate for refugees.…”

Section: Introductionmentioning

confidence: 99%

Disability-Friendly Environment with Ramp: STEM Activity in Mathematics Classroom for Promoting Social Justice

Padmi

Subarni²,

Nurhasanah

2022

Southeast Asian Math. Educ. J.

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Mathematics is not only for educating functional members of society and producing a competent workforce but also for instilling social values and responsible citizenship. STEM is a potential learning approach to teaching social justice because it encourages students to integrate knowledge and skills from different subjects to solve real-life problems. This paper reports the first phase of design research to develop a STEM activity incorporating social justice issues for 8th-grade mathematics classrooms. The result of the first phase is a set of learning materials that integrates the subject content gradient in mathematics and simple machine in science in the context of designing an effective and efficient ramp for public use. The study confirmed that by designing in such a way that mathematics and science knowledge and skills are used in solving problems, social justice issues could be meaningful contexts for STEM lessons.

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Learning to teach the M in/for STEM for social justice

Cited by 14 publications

References 19 publications

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Mathematics teachers and social justice: a systematic review of empirical studies

Disability-Friendly Environment with Ramp: STEM Activity in Mathematics Classroom for Promoting Social Justice

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