Week 3: Thursday Thoughts ~ Quotes from Educators about STEAM Ideas!
On the importance of epistemological pluralism in students’ representational artifacts of learning…
“Making room for students’ cultural practices in standard education to important dilemmas for educators: How do they balance their students’ freedom and creative expression with academic constraints such as testing? Researchers (Archer, et al., 2015) are studying the ways that students bring their knowledge, aptitude, skills, and experiences, or capital, into learning settings. For students from groups underrepresented in STEAM, the gap between knowledge and skills is wider than with other groups (Allina 2018). This is a problem that educators are working to solve through culturally relevant teaching and with tools and methods that connect students to where they come from in order to develop more effective ways to support their engagement in STEAM” (Gaskins, 2021, p. 4).
Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. Arts EducationPolicy Review, 119(2), 77-87.
Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of research in science teaching, 52(7), 922-948.
Gaskins, N. R. (2021). Techno-Vernacular Creativity and Innovation: Culturally Relevant Making Inside and Outside of the Classroom.
MIT Press, p. 7.
Turkle, S., & Papert, S. (1992). Epistemological pluralism and the revaluation of the concrete. Journal of Mathematical Behavior, 11(1),3-33.