Full Description
This open access book provides a review of research studies, theoretical and conceptual frameworks, methodology, and results in discipline-based Science, Technology, Engineering and Mathematics (STEM) education research (DBER). It includes frameworks that examine the engagement of diverse learners, and that desettle and disrupt existing norms of STEM and STEM education. It showcases a collection of works from diverse scholars engaged in DBER scholarship and practice, and aims to transform postsecondary STEM teaching and learning. Through these, this book guides in the building of practices that foster the expansion and diversification of postsecondary STEM education, and STEM career advancement.
Contents
The Imperative of Equity Oriented Discipline based STEM Education Research.- Liberal ideologies in academic STEM How faculty reproduce racial inequities.- Critical Race Theory with applications to DBER.- QuantCrit as a Methodological Framework for Equity Centered Discipline Based Education Research.- Moving beyond deficit DisCrit and Disability Justice in STEM postsecondary education.- Disabled by design Dreaming the future of DBER through intersectional disobedience.- Political Disability Identity and DBER Disability Politics.- Addressing Biases through Decoloniality and Belonging in STEM A Cross Disciplinary Dialogue.- Un Diluting the Diaspora Acknowledging Cultural Identity Intersections in Postsecondary STEM Education.- Its in the way we talk Exploring the use of everyday language in teaching technical content STEM learning environments.- From Here to Equity Promoting STEM Inclusion and Equity by Engaging in Authentic Field Based Ecology Experiences.- Promoting a Culture of Inclusion in Graduate Engineering Education A Case Study.- Cultural and systemic barriers to graduate STEM education.- Theoretical and methodological innovative futures for physics in postsecondary contexts.
