Critical Perspectives on the Epistemologies and Practices of STEM Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 31 August 2024 | Viewed by 1940
Special Issue Editor
Interests: epistemology of science; history of science; science education; didactical methodology of physics; socio-scientific issues; critical education
Special Issue Information
Dear Colleagues,
In the last twenty years, there has been an increasing interest on STEM education in international curriculums, policy documents and research literature. The main argument in the proposals for STEM education is that it is expected to contribute to world economic development by shaping a skillful workforce and producing the next generation of scientifically literate professionals and citizens.
In the landscape of this dominant theoretical discourse, the epistemological nature of STEM education has been relatively understudied. It is the pioneering work of (Chesky & Wolfmeyer, 2015) that opened the way for the reappraisal of the discussion on the epistemological nature of STEM education fostering the appearance of other critical treatises and proposals of challenging STEM practices related to gender and racial equity, environmental and ecocritical justice and critical scientific and technological literacy.
This Special Issue aims to continue and further develop this perspective.
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:
- The epistemology of STEM education highlighting the characteristics of STEM knowledge and the processes through which STEM knowledge is produced and revised;
- The on-going discussion on the epistemological foundations of integrated STEM, highlighting issues of interdisciplinarity and transdisciplinarity;
- How the histories of science, technology and mathematics can assist in flourishing STEAM, acting as a bridge between STEM and the Humanities;
- The relation between STS and STEM education;
- The critical examination of the dominant theoretical discourse on STEM education, highlighting endeavors with theoretical frameworks such as critical theories and theories of environmental and social justice;
- Proposals as of how scholars may engage critically with STEM practices, linking their work with the interests of the community.
I look forward to receiving your contributions.
Prof. Dr. Constantine Skordoulis
Guest Editor
Manuscript Submission Information
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Keywords
- STEM education
- epistemology
- practice
- history of science
- nature of STEM
- integrated STEM
- STS
- critical education
- critical theory
