STEM-SE Educ8n
STEM-SE Relationships
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STEM-SE Harms
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During periods in different locations around the world of panic, hardship, worrying, etc., the richest humans accumulated vast proportions of global wealth () 鈥 through, for example, increases in (also see: & ).
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Pedagogy Regarding Nature of Science & Technology
Given diversity of views about NoS, educators may use shown above (hovering over the four categories provide details) to plan and evaluate lessons & activities (e.g., see ).
Scientific Theory Profile
Antirealists - more or less on this spectrum - believe that scientists (& engineers) cannot develop claims (e.g., laws, theories, etc.) that exactly match phenomena of the world.
Naturalists believe - more or less on this spectrum - that scientists' (& engineers') topics & methods (e.g., experiment/study design, measurements, etc.) often are, while somewhat systematic & logical, influenced by personal (e.g., emotional) and social (e.g., economic, political, interpersonal, cultural, gender, racial, etc.) factors.
Realists believe - more or less on this spectrum - that scientists (& engineers) can develop claims (e.g., laws & theories) that match phenomena of the world.
Rationalists believe - more or less on this spectrum - that scientists' (& engineers') topics & methods (e.g., experiment/study design, measurements, etc.) are highly systematic, logical, unbiased, unemotional, etc.
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Teaching STEM-SE Relationships Using Actor-Network Theory
Our and can help introduce students to ANT, dispositifs & punctualization.
To deepen students鈥 analyses of ST[EM]SE relationships, research and social actions to overcome harms in STSE relationships, we provide, through the videos at right, suggestions & resources for teaching 鈥 with applications 鈥 students to use actor-network mapping.
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Some sample ANT-based lessons are described here. The first 4 videos highlight teaching of ANT in an 鈥榓cademic鈥 (university-qualifying) 10th grade science course, followed by a discussion with students about this work.
Mechanisms of STEM-SE Harms
Prosumption Lessons & Activities
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Teacher Input
The two videos at below can introduce students to attitudes, skills & knowledge regarding government regulation of businesses and phenomena relating to regulatory capture. See also the Descriptions below each video.
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Facial Recognition Critique; ; ; ; .
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Actions to Overcome STEM-SE Harms
Introduction
Given persistence of harms linked to pro-capitalist dispositifs, citizens need to become 鈥 e.g., through science & technology education 鈥 more personally and sociopolitically active to increase global social justice & environmental vitality. Such actions may vary, depending 鈥 for example 鈥 on people鈥檚 different talents & interests. As illustrated below, many actions may be considered propositional (e.g., developing Signs to promote certain changes in the World). Others, like engineering designs, may, though, be actualizable 鈥 directly changing the World.
Although students鈥 new technologies may promote increased WISE, students鈥 values as expressed in them can be spread () if, as a high school teacher explains in the video below, they are taught about and encouraged to use concepts of .
RiNA Projects
Ontological Gaps (mis-translations) occur because of differences in composition of World (e.g., tree) & Signs (e.g., drawing of tree); Ideological Gaps are intentional mis-translations; e.g., climate change deniers narrowly depict global temperature changes.