Conceptualizations and Limitations of STEM Literacy across Learning Theories
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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2023-04-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00168-22 |
| _version_ | 1797843500569460736 |
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| author | Kristin Tenney Brinley Poulsen Stringer Talia LaTona-Tequida Isabel White |
| author_facet | Kristin Tenney Brinley Poulsen Stringer Talia LaTona-Tequida Isabel White |
| author_sort | Kristin Tenney |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-09T17:06:16Z |
| format | Article |
| id | doaj.art-4d50a8f323dc4dd1b8b8d9c2c128d411 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-04-09T17:06:16Z |
| publishDate | 2023-04-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-4d50a8f323dc4dd1b8b8d9c2c128d4112023-04-20T13:01:01ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852023-04-0124110.1128/jmbe.00168-22Conceptualizations and Limitations of STEM Literacy across Learning TheoriesKristin Tenney0Brinley Poulsen Stringer1Talia LaTona-Tequida2Isabel White3University of California San Diego, La Jolla, California, USAUniversity of California San Diego, La Jolla, California, USAUniversity of California San Diego, La Jolla, California, USAUniversity of California San Diego, La Jolla, California, USAABSTRACT 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.https://journals.asm.org/doi/10.1128/jmbe.00168-22STEM literacyinformation processingconstructivismsociocultural lenssociopolitical lens |
| spellingShingle | Kristin Tenney Brinley Poulsen Stringer Talia LaTona-Tequida Isabel White Conceptualizations and Limitations of STEM Literacy across Learning Theories Journal of Microbiology & Biology Education STEM literacy information processing constructivism sociocultural lens sociopolitical lens |
| title | Conceptualizations and Limitations of STEM Literacy across Learning Theories |
| title_full | Conceptualizations and Limitations of STEM Literacy across Learning Theories |
| title_fullStr | Conceptualizations and Limitations of STEM Literacy across Learning Theories |
| title_full_unstemmed | Conceptualizations and Limitations of STEM Literacy across Learning Theories |
| title_short | Conceptualizations and Limitations of STEM Literacy across Learning Theories |
| title_sort | conceptualizations and limitations of stem literacy across learning theories |
| topic | STEM literacy information processing constructivism sociocultural lens sociopolitical lens |
| url | https://journals.asm.org/doi/10.1128/jmbe.00168-22 |
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