Educational Leaders' Perceptions of STEM Education Revealed by Their Drawings and Texts

Autor/inn/en	Hatisaru, Vesife; Falloon, Garry; Seen, Andrew; Fraser, Sharon; Powling, Markus; Beswick, Kim
Titel	Educational Leaders' Perceptions of STEM Education Revealed by Their Drawings and Texts
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1437-1457 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatisaru, Vesife) ORCID (Fraser, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2023.2170290
Schlagwörter	STEM Education; Principals; Administrator Attitudes; Teacher Educators; Teacher Attitudes; Freehand Drawing; Knowledge Level; Curriculum Design; Foreign Countries; Elementary Secondary Education; Educational Environment; Australia + Suchen Sie Ihr Suchwort? STEM; Principal; Schulleiter; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Drawing; Zeichnen; Wissensbasis; Lehrplangestaltung; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01