Lessons Learned: Authenticity, Interdisciplinarity, and Mentoring for STEM Learning Environments

Abstract

In this paper, we discuss the individuals' roles, responsibilities, and routine activities, along with their goals and intentions in two different contexts-a school science context and a university research context-using sociological lenses. We highlight the distinct characteristics of both contexts to suggest new design strategies for STEM learning environments in school science context. We collected our research data through participant observations, field notes, group conversations, and interviews. Our findings indicate that school science practices were limited to memorizing and replicating science content knowledge through lectures and laboratory activities. Simple-structured science activities were a means to engage school science students in practical work and relate the theoretical concepts to such work. Their routine activities were to succeed in schooling objectives. In university research settings, the routine activities had interdisciplinary dimensions representing cognitive, social, and material dimensions of scientific practice. Such routine activities were missing in the practices of school science. We found that the differences between school and university research settings were primarily associated with individuals' goals and intentions, which resulted in different social structures. In school settings, more authentic social structure can evolve if teachers trust their students and allow them to share the social and epistemic authorities through establishing mentorship. We do not expect school science students to perform the tasks of scientists in the same manner, yet the desired school science activities should include mentorship roles and interdisciplinary perspectives and encourage school science students to pursue unanswered questions without looking for the right answer.

A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students

“…In addition, career interest and motivation are highly time sensitive (Mangu et al 2015, p.55). Considering findings from studies such as Ayar and Yalvac (2016), as well as what we know about the decline in interest in STEM careers as students mature, these results suggest that there is room for increasing awareness, STEM career interest, and providing for better knowledge acquisition in the area of STEM careers. As well, our data suggests that alternative ways of teaching and evaluating STEM courses should be considered.…”

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

“…The STEM learning environment is the practice of one class of students dealing with problems, and they use two or more STEM disciplines to solve these problems (Glancy & Moore, 2013). The statement is confirmed by Ayar and Yalvac (2016) that students can deal with a specific topic and then try to solve it through several different disciplines in a STEM learning environment. However, authenticity, interdisciplinarity, and mentoring are three essences that teachers need to maintain.…”

Práticas inovadoras e o ensino de física: estudo dos percursos didáticos de um grupo de licenciandos por meio de projetos interdisciplinares

“…Nele podemos observar um crescimento considerável de publicações internacionais de nossa área nos últimos dez anos o que, grosso modo, mostra-nos um interesse crescente da comunidade científica na problemática em pauta. Ayar & Yalvac (2016); Andersson et al (2010); Michelsen (2015); Hasni et al (2015); Bader & Zotta (2012); Gouvea et al (2013); Szostak (2007); Darbellay (2012); Smith (2013); Samson (2014); Kalz & Specht (2014);…”

“…Interdisciplinaridade como conceito Ferreira et al (2015); Darbellay (2012); Smith (2013); Morin (2007), Pombo (2008) Interdisciplinaridade como elemento de integração Luckie et al (2012); Andersson et al (2010); Ayar & Yalvac (2016); Michelsen (2015); Hasni et al (2015); Bader & Zotta (2012); Gouvea et al (2013); Samson (2014);…”