- Title
- Educational leaders’ perceptions of STEM education revealed by their drawings and texts
- Creator
- Hatisaru, Vesife; Falloon, Garry; Seen, Andrew; Fraser, Sharon; Powling, Markus; Beswick, Kim
- Date
- 2023
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/195122
- Identifier
- vital:18474
- Identifier
-
https://doi.org/10.1080/0020739X.2023.2170290
- Identifier
- ISSN:0020-739X (ISSN)
- Abstract
- This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- Publisher
- Taylor and Francis Ltd.
- Relation
- International Journal of Mathematical Education in Science and Technology Vol. 54, no. 8 (2023), p. 1437-1457
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- https://creativecommons.org/licenses/by/4.0/
- Rights
- Copyright © 2023 The Author(s)
- Rights
- Open Access
- Subject
- 3901 Curriculum and pedagogy; LCT; principals; STEM education; STEM perceptions; Teacher educators
- Full Text
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