Document Type

Article

Publication Date

2023

Publication Title

Feminist Pedagogy

Abstract

Science, technology, engineering, and mathematics (STEM) education aims to cultivate the capacity for innovation and real-world problem-solving (Marrero et al., 2014). However, STEM pedagogy has not historically aligned with this goal, often failing to teach students the necessary skills and mindset for creative problem-solving (Stehle & Peters-Burton, 2019). Traditional STEM pedagogical methods, such as rote and lecture-based learning, are based on the teacher being the dominant source of knowledge and students being the passive receivers (Achuonye, 2015; Khalaf & Mohammed Zin, 2018). These methods lack student support, collaboration, active learning, and real-world contexts (Gasiewski et al., 2012). Furthermore, the exclusion of cultures, identities, and historical connections about how we come to know scientific facts breed inequities often at the expense of innovation (Graves Jr et al., 2022).

Volume

4

Issue

2, Article 1

Comments

Archived as published.

Included in

Chemistry Commons

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.