Blurring the Boundaries of Current and Future Selves: Students' STEM Identity Exploration in a Multimodal Composing Learning Environment

Autor/inn/en	Jiang, Shiyan; Wang, Changzhao
Titel	Blurring the Boundaries of Current and Future Selves: Students' STEM Identity Exploration in a Multimodal Composing Learning Environment
Quelle	In: Learning, Media and Technology, 48 (2023) 4, S.596-611 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Shiyan) ORCID (Wang, Changzhao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2023.2225858
Schlagwörter	STEM Education; Self Concept; Intermode Differences; Learning Modalities; Multimedia Instruction; Grade 5; Grade 6; Grade 7; Grade 8; Middle School Students; Cooperative Learning + Suchen Sie Ihr Suchwort? STEM; Selbstkonzept; Lernumgebung; Multimediales Lernen; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen
Abstract	As multimodal composition is gradually integrated into STEM learning, research is needed to examine how to fully connect multimodal composing practices and STEM practices to support students' STEM identity exploration. To fill in this gap, we conducted a design-based research project to investigate how students explored STEM identities in a multimodal composing environment. A total of 42 fifth- to eighth-grade students participated in the project in which they worked in groups to create multimodal science fiction stories. We identified two cross-cutting themes regarding how students presented STEM-related selves in multimodal artifacts: channeling current and imagined future life experiences into multiple characters and experiencing a hypothetical universe through restorying the self. The findings suggest that students presented a mix of current and future selves in multimodal artifacts. This study sheds light on promoting STEM identity by engaging students in presenting selves through modes of choice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01