STEM education in the twenty-first century: learning at work - an exploration of design and technology teacher perceptions and practices

Bell, D., Morrison-Love, D. , Wooff, D. and McLain, M. (2018) STEM education in the twenty-first century: learning at work - an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28(32), pp. 721-737. (doi:10.1007/s10798-017-9414-3)

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Abstract

Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.

Item Type:Articles (Other)
Keywords:STEM, professional learning at work, twenty-first century skills, design and technology.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Morrison-Love, Dr David
Authors: Bell, D., Morrison-Love, D., Wooff, D., and McLain, M.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Research Group:Curriculum, Assessment & Pedagogy
Journal Name:International Journal of Technology and Design Education
Journal Abbr.:IJTDE
Publisher:Springer
ISSN:0957-7572
ISSN (Online):1573-1804
Published Online:07 June 2017
Copyright Holders:Copyright © 2017 Springer Science+Business Media
First Published:First published in International Journal of Technology and Design Education 28(3):721-737
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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