Sociocultural Approaches to STEM Education: An ISCAR International Collective Issue (Sociocultural Explorations of Science Education, 21)

Preface
Introduction: Toward a Zone of Proximal Development in Stem Education
	From What to Why
	From Encapsulation to Partnerships
	Zone of Proximal Development of Stem Education
	From What to Why in Chapters of This Book
	From Encapsulation to Partnerships in Chapters of This Book
	Bringing Together the Two Dimensions
	References
Contents
About the Editors
Part I: A Chat Perspective on Transformative Activity in Science Education
	Chapter 1: STEM and Its Roots and Branches: Critical Reflections from Cultural-Historical Activity Theory
		1.1 The Meaning of STEM Education
		1.2 Outlining the Analysis from Cultural-Historical Activity Theory
			1.2.1 The Method and Rationale of CHAT
		1.3 Object-Oriented Activity
		1.4 Historicity and Development: Past, Future, Innovation, and Technology in STEM Education
		1.5 Conclusions
		References
	Chapter 2: STEAM Education to Unleash Students´ Creativity and Knowledge-Building Capacity: An Indian Perspective
		2.1 STEAM to Enrich STEM
		2.2 STEAM in the Indian Context
			2.2.1 Structural Inequality in the Indian Education System: Dual System of Education
			2.2.2 Conflict Between Education and Culture
		2.3 Questions for the Study
		2.4 Theoretical Orientation
		2.5 Method
			2.5.1 Data Sources
			2.5.2 Data Analysis
		2.6 Findings
			2.6.1 Juxtaposing the Elements of Two Activity Contexts, AC1 and AC2
			2.6.2 Problem-Solving Activity: Nature of Classroom Interaction in AC1
			2.6.3 Problem-Solving Activity: Nature of Classroom Interaction in AC2
			2.6.4 The Nature of Classroom Interaction in AC1 and AC2 Compared
			2.6.5 Weaving STEAM into School Curriculum: Putting Learning into the Hands of the Students
		2.7 Significance of Art in STEM Education
		2.8 The Problem of Change
		2.9 Conclusion
		References
	Chapter 3: Developing Science Education Through Developmental Teaching: Theoretical Thinking, Personality Development, and Rad...
		3.1 Introduction
		3.2 Historical Origins of Developmental Education
			3.2.1 A Comment on System
			3.2.2 A Comment on Present Status
		3.3 Theoretical Thinking as an Ideal for School Science Teaching
			3.3.1 What Is Thinking?
			3.3.2 Substantive Generalizations and Theoretical Thinking
		3.4 Personality Development and Science Education
			3.4.1 Meaning of Personality Development in Relation to Science Education
			3.4.2 Role of Theoretical Thinking in Personality Development
			3.4.3 Should Schools Be Engaged in Personality Development?
			3.4.4 Need for Further Discussion
		3.5 Radical-Local Teaching and Learning
		3.6 Electromagnetism in Lower-Secondary School
			3.6.1 Personality Development
			3.6.2 Theoretical Thinking and Radical-Local Teaching and Learning
		3.7 Concluding Comments
			3.7.1 Is It Important to Work with Germ Cells or Core Relations?
			3.7.2 Is it Possible to Find Germ Cells or Core Relations in All Content Areas?
		References
Part II: Early Years Science Education from a Cultural Historical Perspective
	Chapter 4: A Cultural-Historical Study of Teacher Development: How Early Childhood Teachers Meet the Demands of a Theoretical ...
		4.1 Introduction
		4.2 A Cultural-Historical Conceptualisation of Teacher Development
		4.3 Study Design: An Educational Experiment
			4.3.1 Participants
			4.3.2 Data Collection
			4.3.3 Analysis
		4.4 Study Findings
			4.4.1 Working on a Theoretical Problem Created New Psychological Conditions for Teachers
			4.4.2 The Educational Experiment Brought Changes in the Dominating Motives of the Teachers
		4.5 Discussion
		4.6 Conclusion
		References
	Chapter 5: How Does Science Learning Happen During Scientific Play? A Case Example of the Dissolution Phenomenon
		5.1 Résumé
		5.2 Conceptualizing Scientific Play in Early Childhood Education
		5.3 Forming the Science Concept of Dissolution in the Early Years
		5.4 Methodological Framework
			5.4.1 Study Design
		5.5 First Play-Based Activity: Mixing of Solid and Liquid Substances
		5.6 Second Play-Based Activity: The Dissolution of Solid Substances in Liquid
		5.7 Third Play-Based Activity: The Dissolution of Liquid Substances in Liquid
		5.8 Forth Play-Based Activity: The Dissolution of Liquid Substances in Liquid
			5.8.1 Participants and Data Collection
		5.9 Findings
			5.9.1 First Play-Based Activity: Castles Made of Mud
			5.9.2 Second Play-Based Activity: Snow Made of Powdered Sugar and Glitter
			5.9.3 Third Play-Based Activity: Oil and Vinegar Have a Battle
			5.9.4 Fourth Play-Based Activity: Would It Be Dissolved? We Should Do It First!
		5.10 Discussion and Conclusions
		References
	Chapter 6: `On the Way to Science´ Development of the Scientific Method in the Early Years
		6.1 Science Education in the Early Years: Concepts and Processes
		6.2 Cultural Historical Activity Theory (CHAT) as a Framework for Science Education
		6.3 On the Way to the Scientific Method with the Aid of Cartoons
		6.4 Data Analysis and Results
		6.5 Discussion and Conclusions
		References
Part III: Instrument Producing Activity and the Role of Techno-Creative Activities in STEM Education
	Chapter 7: We Have Problems! Analysis of Collaborative Problem Solving in an International Educational Robotics Challenge
		7.1 Collaborative Problem Solving in Educational Robotics
		7.2 Situational Pedagogy for Problem Solving
		7.3 Analysis of the R2T2 Educational Robotics Challenge
		7.4 Analysis of the Progress of the R2T2 Challenge
		7.5 The R2T2 Challenge, as a Collective Activity with a High Degree of Engagement
		7.6 Problem Solving During the Challenge
		7.7 Problem Analysis During Challenge R2T2
		7.8 Remediation to Succeed the Challenge
		7.9 Discussion
		References
	Chapter 8: Creativity in Early Years Science Education Through the Exploitation of Robotics in the Sustainable School
		8.1 Introduction
		8.2 Theoretical and Methodological Framework
		8.3 The Conceptual Framework
		8.4 The Development Phase
		8.5 The Implementation Phase
		8.6 Discussion and Conclusions
		References
	Chapter 9: Science Education Program ``Thunderbolt Hunt:´´ Practicing Scientific Method in the Archaeological Museum of Ioanni...
		9.1 The Design Framework SciEPIMGI
			9.1.1 Conception of the Idea/the Development Phase
			9.1.2 The Design Phase
			9.1.3 The Implementation Phase
			9.1.4 The Evaluation Phase
		9.2 The Educational Program ``Thunderbolt Hunt´´ in the Archaeological Museum of Ioannina
			9.2.1 The Concept of Air and Its Properties in the Educational Program ``Thunderbolt Hunt´´
				9.2.1.1 First Experiment
				9.2.1.2 Second Experiment
				9.2.1.3 Third Experiment
		9.3 Methodology
			9.3.1 Participants
			9.3.2 Data Analysis
			9.3.3 CHAT Frame in Relation to the Analysis
		9.4 Results
			9.4.1 Some Aggregate Results
			9.4.2 The Most Frequently Used Words by the Students
			9.4.3 The Instructor´s Role
			9.4.4 Examples of Scientific Method Processes in Students´ Drawings
			9.4.5 The Scientific Method Processes Through the Data
				9.4.5.1 Communication
				9.4.5.2 Observation
				9.4.5.3 Predictions and Hypotheses
				9.4.5.4 Experimenting
				9.4.5.5 Interpreting
				9.4.5.6 Operational Definitions
				9.4.5.7 Measuring
		9.5 Discussion
		9.6 Conclusion
		References
Part IV: Science Teachers Education Informed by Cultural Historical Activity Research
	Chapter 10: Graph Analysis of an Expanded Co-teaching Activity in the Context of Physics Teacher Education
		10.1 Introduction
		10.2 Historical Conditioning: Teachers´ Education in Brazil
		10.3 Theoretical-Methodological Framework
			10.3.1 Cultural-Historical Activity Theory
			10.3.2 Co-teaching
			10.3.3 Graphs and Social Networks
			10.3.4 Data Gathering and Processing
		10.4 Empirical Framework
		10.5 The Co-teaching Class
			10.5.1 Class Description
		10.6 Co-teaching Graph Analysis
			10.6.1 The Co-teaching Dance Subnet
		10.7 Final Considerations
		References
	Chapter 11: Expansive Resolution of Conflicts of Motives and Boundary Crossing Activity by Science Teachers
		11.1 About the Chapter
		11.2 Science Education and Technological Education for the Development of Technoscientific Literacy
		11.3 Challenging the Traditional Form of Science Education by Means of the Design of Technical Objects
			11.3.1 Merging Science and Technology Education: A Complex Relationship with Technical Objects
		11.4 Theoretical Framework
			11.4.1 Expansive Resolution of Conflicts of Motives to Trigger Teacher´s Agency
				11.4.1.1 Expansive Learning
		11.5 Method and Data Analysis
			11.5.1 Data Analysis
		11.6 Identification of Conflicts of Motives Through Discursive Manifestations of Contradictions
		11.7 Use of Contradictions in Activity Systems to Understand the Development of the Activity
		11.8 Expansion of the Activity: Boundary Zone Activity and Boundary Crossing
		11.9 Findings
			11.9.1 Some Elements of Context
			11.9.2 Resolving Conflicts of Motives and Engaging in the Design of Technical Objects, Classroom, and Instructional Artefacts
			11.9.3 The Contradictory Struggles for Co-designing the Technical and Instructional Artefacts
			11.9.4 Boundary Crossing Activity
		11.10 What Was Learned?
		References
	Chapter 12: Micro-Tensions from Students´ Prototyping in a School Makerspace: Lessons from an Unfinished Work
		12.1 Introduction
		12.2 Theoretical Background
			12.2.1 Learning in Making
			12.2.2 Design Thinking Stages Within Making Activities
			12.2.3 Using Activity Theory to Analyze the Making Experience
		12.3 Method
			12.3.1 Case Description: Design Thinking Class
			12.3.2 Participants
			12.3.3 Data Collection
			12.3.4 Analysis: Focus on Bobby and Zack
		12.4 Results
		12.5 Discussion and Conclusions
		References
Index