Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Kerry Chappell, Lindsay Hetherington
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Abstract

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students’ ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a ‘diffractive’ analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a ‘piece’ which demonstrates each assemblage’s connection to the core question, followed by ‘ripples’, which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research’s contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers’ own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

Abstract Image

数字 STEAM 实践中的创意教学法:自然、技术和文化的纠缠,促进有力的学习和行动主义
本文深入探讨了支持中小学尖端数字 STEAM 实践的创意教学法。它将研究与当前的 STEAM 议程相结合,包括跨学科性、STEAM 和技术,并从海洋学习的新背景中提出见解,以发展和扩展创造性教学法的理论,将创造性教学和创造性教学作为体现的、民主的、对话的和物质的过程。理论、实践、自然、文化、数字和人类之间的内部行动,使我们能够从一个新的视角来看待改变权力的动态,以发展海洋或环境学习和相关的行动主义。海洋教育项目旨在通过创造性教学法和数字技术(增强现实和虚拟现实)相结合的教育原则,培养学生的海洋素养,该研究源于对该项目进行的研究。在新唯物主义理论的启发下,研究采用了一种 "衍射 "分析技术,以探索自然、文化和技术环境的混乱混合物。这包括开发四种材料-对话组合,每种组合都包括衍射开关。每个组合首先通过一个 "片段 "来展示其与核心问题的联系,然后通过 "涟漪 "来简要阐述新的学习内容以及从组合中产生的问题。这四个组合涵盖了制造亲缘关系的不可抗拒性、活泼的身体与虚拟环境之间的关系、空间-时间-物质在环境教育-活动中的重要性以及短暂性、稳定性和对话空间之间的轨迹。本文为读者/参与者提供了一些提示,以强调研究对当前与权力动态变化有关的 STEAM 议程的贡献,并激发读者/参与者自己的实践。这可以包括新的教学法和行动主义,以及在 STEAM 教育中对创造性教学法和数字技术相结合的教育原则的理论发展。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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