Conceptualizations and Limitations of STEM Literacy across Learning Theories

Autor/inn/en	Tenney, Kristin; Poulsen Stringer, Brinley; LaTona-Tequida, Talia; White, Isabel
Titel	Conceptualizations and Limitations of STEM Literacy across Learning Theories
Quelle	In: Journal of Microbiology & Biology Education, 24 (2023) 1, (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tenney, Kristin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	STEM Education; Learning Theories; Literacy; Information Processing; Constructivism (Learning); Sociocultural Patterns + Suchen Sie Ihr Suchwort? STEM; Learning theory; Lerntheorie; Alphabetisierung; Schreib- und Lesefähigkeit; Informationsverarbeitung; Soziokulturelle Theorie
Abstract	The concept of literacy is relevant in many areas of life, both inside and out of the classroom. With science, technology, engineering, and math (STEM) being fast-growing fields, STEM literacy in particular holds an important place in today's education system and beyond. While there is not a single definition for STEM literacy, it is impacted by possible assumptions educators make about students and the learning process. These assumptions are derived from many sources, including personal beliefs, past experiences, and learning theories that individuals utilize. This paper discusses the conceptualizations of STEM literacy and related limitations within three different learning theories: information processing, constructivism, and sociocultural theory. A theoretical framework is then discussed that addresses these limitations and incorporates a sociopolitical lens on scientific literacy, for the sake of helping educators identify and adjust their own perceptions for the sake of better supporting students. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01