Reimagining STEM Education: Critical, Transdisciplinary, and Embodied Approaches

Sengupta, Pratim; Shanahan, Marie‐Claire; Kim, Beaumie

doi:10.1007/978-3-030-29489-2_1

Cited by 13 publications

(10 citation statements)

References 32 publications

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“…Building from interaction analysis (Jordan & Henderson, 1995), we engaged in repeated viewings of the episode, and conducted cycles of memo writing (Charmaz, 2006). Our research questions and theoretical positions focus on transdisciplinary learning and computational play, thus the initial analysis focused on mapping moments identified as transdisciplinary-where "multiple disciplines meet and coexist" (Sengupta et al, 2019, p. 3)-with emerging characteristics of computation and playfulness. This initial mapping drew from established CT frameworks (e.g., Grover & Pea, 2013) and descriptions of play (Pellegrini, 2011) to name specific themes.…”

Section: Discussionmentioning

confidence: 99%

“…We share an interest in fostering meaningful and authentic inquiry, and build on the work of others who call for more integrated STEM learning that fosters transdisciplinary learning 2 (Honey et al, 2014;Shanahan et al, 2016;Takeuchi et al, 2020). Transdisciplinary perspectives note the generativity of deeper integration of knowledgebuilding practices that transcend the boundaries of traditional disciplines (Mejias et al, 2021;Sengupta et al, 2019). Transdisciplinary learning captures the sensemaking that learners demonstrate when they are engaged in playful STEM-rich making; where knowledge and practices from science (e.g., understanding phenomena), mathematics (e.g., noticing and defining patterns), engineering (e.g., iterating to optimize material selections), and everyday life are cooperatively applied in sustained inquiry.…”

Section: Background and Motivation: Integrating Stem And Computingmentioning

confidence: 99%

“…We focus on the relationships between play and computation and argue that together, they support a reimagining of authentic STEM education (English, 2016;Sengupta et al, 2019). Fostering situated and authentic experiences in classrooms requires that teachers engage in similar forms of inquiry as we envision for students (Windschitl, 2003).…”

Section: Introductionmentioning

confidence: 98%

“…Teaching STEM in integrated ways supports learning that is situated within "real-world" contexts that make STEM disciplinary practices more Gravel et al International Journal of STEM Education (2022) 9:60 relevant to leaners (Honey et al, 2014;Takeuchi et al, 2020), such as in STEM-rich making (Calabrese Barton & Tan, 2018). Increasingly, research on integrated STEM teaching and learning illustrates possibilities for transdisciplinary learning where the representations and practices of different disciplines are mutually supportive of meaningful inquiry (Sengupta et al, 2019;Shanahan et al, 2016). Yet, implementing these approaches in K-12 classrooms remains challenging.…”

Section: Introductionmentioning

confidence: 99%

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“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

et al. 2022

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Background Computational approaches in STEM foster creative extrapolations of ideas that extend the bounds of human perception, processing, and sense-making. Inviting teachers to explore computational approaches in STEM presents opportunities to examine shifting relationships to inquiry that support transdisciplinary learning in their classrooms. Similarly, play has long been acknowledged as activity that supports learners in taking risks, exploring the boundaries and configurations of existing structures, and imagining new possibilities. Yet, play is often overlooked as a crucial element of STEM learning, particularly for adolescents and adults. In this paper, we explore computational play as an activity that supports teachers’ transdisciplinary STEM learning. We build from an expansive notion of computational activity that involves jointly co-constructing and co-exploring rule-based systems in conversation with materials, collaborators, and communities to work towards jointly defined goals. We situate computation within STEM-rich making as a playful context for engaging in authentic, creative inquiry. Our research asks What are the characteristics of play and computation within computational play? And, in what ways does computational play contribute to teachers’ transdisciplinary learning? Results Teachers from grades 3–12 participated in a professional learning program that centered playful explorations of materials and tools using computational approaches: making objects based on rules that produce emergent behaviors and iterating on those rules to observe the effects on how the materials behaved. Using a case study and descriptions of the characteristics of computational play, our results show how familiarity of materials and the context of play encouraged teachers to engage in transdisciplinary inquiry, to ask questions about how materials behave, and to renegotiate their own relationships to disciplinary learning as they reflected on their work. Conclusions We argue computational play is a space of wonderment where iterative conversations with materials create opportunities for learners to author forms of transdisciplinary learning. Our results show how teachers and students can learn together in computational play, and we conclude this work can contribute to ongoing efforts in the design of professional and transdisciplinary learning environments focused on the intersections of materiality, play, and computation.

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Section: Discussionmentioning

confidence: 99%

Section: Background and Motivation: Integrating Stem And Computingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

et al. 2022

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“…In sum, research points to the importance of teacher training that values culturally relevant, inquiry‐based learning and maker literacies to support students' well‐being and belonging in the classrooms (Castek et al, 2019; Freiman, 2020; Noble et al, 2020; Rahm, 2019; Sengupta et al, 2019). CRP increases diverse student engagement by integrating transdisciplinary projects that connect students to their communities, speak to their personal interests, consider social and racial justice and anchor ethical decision‐making (Castek et al, 2019; Freiman, 2020; Lam‐Herrera et al, 2019; Noble et al, 2020; Price‐Dennis et al, 2015).…”

Section: Five Areas For Social Justice‐oriented Transdisciplinary Lit...mentioning

confidence: 99%

Working towards more socially just futures: five areas for transdisciplinary literacies research

et al. 2023

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Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.

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Integration of IoT Concepts into STEAM-Driven Computer Science Education

Burbaitė

Gudonienė

2021

The Internet of Things for Education

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Reimagining STEM Education: Critical, Transdisciplinary, and Embodied Approaches

Cited by 13 publications

References 32 publications

“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

Working towards more socially just futures: five areas for transdisciplinary literacies research

Integration of IoT Concepts into STEAM-Driven Computer Science Education

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