Transdisciplinarity in STEM Education: A Critical Review

Simple item page
dc.contributor.authorTakeuchi, Miwa A.
dc.contributor.authorSengupta, Pratim
dc.contributor.authorShanahan, Marie Claire
dc.contributor.authorAdams, Jennifer Dawn
dc.contributor.authorHachem, Maryam
dc.date.accessioned2020-04-13T20:32:34Z
dc.date.available2020-04-13T20:32:34Z
dc.date.issued2020-04-12
dc.description.abstractScience, 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 conceptualize 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 geo-spatial 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 institutionalized forces — overtly and implicitly — shape what counts as STEM education research, including its goals and conceptualizations 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.en_US
dc.identifier.citationTakeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (in press). Transdisciplinarity in STEM education: A critical review. "Studies in Science Education".DOI: 10.1080/03057267.2020.1755802en_US
dc.identifier.doi10.1080/03057267.2020.1755802en_US
dc.identifier.urihttp://hdl.handle.net/1880/111793
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/37674
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectSTEM educationen_US
dc.subjectCritical theoryen_US
dc.subjectTransdisciplinarityen_US
dc.subjectDiscourse analysisen_US
dc.titleTransdisciplinarity in STEM Education: A Critical Reviewen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
sise-tex.pdf
Size:
6.57 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.92 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Werklund School of Education Research & Publications