![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
As part of a larger study investigating the perceptions of university academics about science, technology, engineering, and mathematics (STEM); STEM learning environments; and necessary capabilities for STEM educators at a university, this article reports a sample of academics’ perceptions of STEM and its teaching and learning, as gleaned from their Draw a STEM Learning Environment (D-STEM) depictions and associated texts. The analysis of participants’ perceptions of STEM—conducted both deductively, using research-informed understandings of STEM education, and inductively, through the identification of emerging ideas—indicated that most participants displayed quite limited understandings of STEM education, with few having an awareness of its power for enabling transdisciplinary learning. Both informed representations of STEM and evidence of STEM pedagogical competence were rare. The fact that engaging with the D-STEM instrument was perceived positively by many participants highlights its potential for inclusion in professional learning experiences for academics.
Additional information
Notes on contributors
Vesife Hatisaru
Vesife Hatisaru ([email protected]) is an adjunct senior researcher in the School of Education at the University of Tasmania in Tasmania, Australia, and a lecturer in mathematics education at Edith Cowan University in Joondalup Western Australia. Andrew Seen ([email protected]) is the head of discipline, chemistry, and the associate dean for learning and teaching for the College of Science and Engineering; and Sharon Fraser ([email protected]) is a professor in science education and the associate head, research, in the School of Education, both at the University of Tasmania in Tasmania, Australia.
Andrew Seen
Vesife Hatisaru ([email protected]) is an adjunct senior researcher in the School of Education at the University of Tasmania in Tasmania, Australia, and a lecturer in mathematics education at Edith Cowan University in Joondalup Western Australia. Andrew Seen ([email protected]) is the head of discipline, chemistry, and the associate dean for learning and teaching for the College of Science and Engineering; and Sharon Fraser ([email protected]) is a professor in science education and the associate head, research, in the School of Education, both at the University of Tasmania in Tasmania, Australia.
Sharon Fraser
Vesife Hatisaru ([email protected]) is an adjunct senior researcher in the School of Education at the University of Tasmania in Tasmania, Australia, and a lecturer in mathematics education at Edith Cowan University in Joondalup Western Australia. Andrew Seen ([email protected]) is the head of discipline, chemistry, and the associate dean for learning and teaching for the College of Science and Engineering; and Sharon Fraser ([email protected]) is a professor in science education and the associate head, research, in the School of Education, both at the University of Tasmania in Tasmania, Australia.