Sociocultural approaches to Science, Technology, Engineering and Mathematics Education.

The aims of the ISCAR special section in STEM education are to

• Facilitate communication between people interested in STEM Education;
• Develop understanding of scientific concepts within a sociocultural framework;
• Support professional development of educators and researchers;
• Cooperate with academics, researchers, teachers and professionals worldwide, who have contributed to a review of research in the area of STEM Education;
• Communicate with each other to exchange ideas and methods about the development of scientific skills, understandings and competences;
• Create a forum to enrich science education policies with a strong sociocultural perspective.
• Create groups within the ISCAR community to offer symposia and workshops at conferences ensuring a sustainable co-operation.
• Develop an individual/collective identity among members of the ISCAR community interested in STEM Education.
Formal/Informal STEM
We hope to make STEM Education a way of human development in order to act for peace, sustainable development and public understanding. Relevant studies may cover a wide range of topics and situations: both inside educational institutions (from the early childhood till university, including in-service training for actors of education), and in all societal “informal” settings where learning, culture and social interactions occur (for example museums, science centres, environmental parks, families, kindergarten).
Researchers, Science Educators, Teachers, PhD Students, Maths, Pedagogies, Applied Linguistics, Psychologies, ICTs in science and Maths education.
For Membership of the ISCAR-STEM section please write to Katerina Plakitsi (As. Prof. of Science Education, School of Education, University of Ioannina, Greece).
Engeström, Y. (2001) Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156, DOI:10.1080/13639080020028747.
Fleer, M., Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture and Activity, 17:2, 149-168, DOI:10.1080/10749030903222760.
Roth, W.-M., Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 2, 263-291, DOI 10.1002/sce.10113.
Tobin, K. (2011). Global reproduction and transformation of science education. Cultural Studies of Science Education, 6, DOI: 10.1007/s11422-010-9293-3.
Sylvie Barma, Science Education Professor, Laval University, Québec, Canada.