This paper outlines a theoretical framework intended to provide a more ecological and holistic accounting of how, why and where people learn in relation to constructs of human difference – race, class, disability designation, etc. – as learners circulate across places and associated operating value systems over multiple timescales. The framework for cultural learning pathways is an application and elaboration of Ole Dreier’s theory of persons in diversities of structures of social practice with a focus on the learning of disciplinary practices and the development of discipline-related identities. We summarize relevant learning phenomena along extended cultural pathways from three team ethnographies of science learning. We outline how power-related issues associated with privilege and marginalization are attended to in relation to the social, cultural, and material circumstances of learning within and across environments and discuss future research opportunities.

No abstract

No abstract

The approach of integrating art with STEM, also known as STEAM (Science, Technology, Engineering, Art, and Math), has gained tremendous popularity over the last several years, in large part due its potential to enhance science learning and broaden participation in science (Vossoughi & Bevan, 2014). However, the field is still nascent with respect to a guiding set of best practices. Unless close attention is paid to using meaningful STEAM practices, including those that support identity development and equity, STEAM is unlikely to fulfill its promise. In this essay, we present a new model for thinking about STEAM, including proposing a set of core STEAM practices that draw on disciplinary practices of art and science. We then provide two examples of STEAM practices in action with respect to activities that integrate biology and chemistry with art. Finally, we offer a set of design recommendations to those wishing to develop impactful STEAM activities. These principles are broadly applicable to science learning in diverse contexts and settings, both in and out of school.

No abstract

No abstract

No abstract

No abstract