"这真的让我思考":探索非正式的STEM学习从业者如何使用"公平指南针"工具开发社会正义的批判性反思实践
Louise Archer1, Spela Godec1, Uma Patel2
1IOE, University College London, London, UK.
概括
公平指南针工具增强非正式STEM教育的批判性反思,促进对公平的更深入的理解和教育工作者更具包容性的实践. 这支持科学学习中的社会正义.
科学领域:
- 非正式的STEM教育是什么
- 社会公正的教育学.
- 在教育中的公平.
背景情况:
- 批判性反思性实践对于社会公正的教学至关重要.
- 非正式的STEM学习部门缺乏对批判性反思的支持,加剧了不平等.
- 现有的不平等问题在非正式的STEM学习中仍然存在.
研究的目的:
- 分析非正式的STEM从业者如何使用Equity Compass工具.
- 了解公平指南针对从业者的反思和实践的影响.
- 探索研究人员和从业人员共同开发一个反思工具.
主要方法:
- 来自12名从业者在英国四个环境中的多模式定性数据收集.
- 使用了采访,民族学观察,小组讨论,现场考察和研讨会.
- 实践者使用共同开发的Equity Compass反射工具的分析.
主要成果:
- 股权指南针深化了从业人员对股权问题的知识.
- 它支持个人和机构的批判性反思,超越"直觉".
- 实践者促进了更有意义的公平规划和包容性实践.
结论:
- 公平指南针有效地支持非正式STEM教育中的批判性反思实践.
- 确定了支持教育工作者批判性反思的挑战和局限性.
- 促进更公平,更包容的非正式STEM学习环境的影响.
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