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Regarding STEM: perceptions of academics revealed in their drawings and text

Citation

Hatisaru, V and Seen, A and Fraser, S, Regarding STEM: perceptions of academics revealed in their drawings and text, Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 03-07 July 2022, Launceston, Tasmania, pp. 258-265. (2022) [Refereed Conference Paper]

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Copyright MERGA Inc. 2022

Official URL: https://www.merga.net.au/Public/Publications/Annua...

Abstract

How a sample of university educators described STEM, expected outcomes of STEM, expertise of STEM educators, and STEM learning environments were investigated through drawing- and text- based responses. Data were examined by applying the Legitimation Code Theory (LCT) Specialisation plane (Maton, 2014). Participants generally held knowledge-code (epistemic relations are foregrounded) or mixed-code (sometimes epistemic and sometimes social relations are foregrounded) perceptions. Further analysis showed that participants value both disciplinary knowledge and discipline-related practices such as analysing data and providing evidence-based discussions. The LCT approach has been found powerful in its ability to represent the kind of knowledge that might be valued, and the kind of knowers that might be desired by educators of STEM or individual STEM disciplines including mathematics.

Item Details

Item Type:Refereed Conference Paper
Keywords:STEM, LCT, learning environment
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Science, technology and engineering curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Primary education
UTAS Author:Hatisaru, V (Dr Vesife Hatisaru)
UTAS Author:Seen, A (Mr Seen)
UTAS Author:Fraser, S (Professor Sharon Fraser)
ID Code:153817
Year Published:2022
Deposited By:Education
Deposited On:2022-10-08
Last Modified:2022-11-01
Downloads:0

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