7/26/2023 0 Comments Stem education meaning![]() ![]() The STEM disciplines constitute communities in which language and other ways of making sense of the world have evolved to enable participants to accomplish their functional goals. Once they enter preschool, children encounter communities of academic disciplines, and they leverage their existing linguistic and cultural resources as they begin to engage in this context. All of these experiences, individual and collective, can provide resources for learning STEM ( Ishimaru, Barajas-López, and Bang, 2015 Nasir et al., 2014). Schools are enriched through the diverse experiences and perspectives of children and families from different cultural communities, and ELs simultaneously bring unique experiences as individuals and as knowledgeable members of the communities to which they belong ( Gutiérrez and Rogoff, 2003 Moll et al., 1991 see Chapter 5 for a deeper discussion of the role of families, communities, and cultural contexts). Expecting individuals to act or think in particular ways because of their group memberships limits those individuals’ opportunities to learn and constrains their opportunity to thrive in educational settings. For most children, these new communities include both in-school and out-of-school affiliations through which they engage in new cultural practices ( Nasir et al., 2014).Īny particular student coming from a home community into a school context may present herself or himself in a variety of ways, including ways that may or may not be consistent with stereotypes of the home communities or different cultural groups. Over time, however, each person becomes a member of a larger set of communities and engages in new cultural practices that are sometimes complementary but may sometimesĬonflict with the practices of their home communities ( Moje, 2000). Each community has particular ways of conceptualizing, representing, evaluating, and engaging with the world, and initially children are socialized into the language and ways of being in their families and local communities ( Gutiérrez and Rogoff, 2003). THE ROLE OF LANGUAGE AND CULTURE IN STEM LEARNINGĪll children grow up in communities that use language to engage in cultural practices that have developed historically and are shaped in ongoing ways to achieve the goals and values of the communities ( Nasir et al., 2014). ![]() The committee then describes the current view of the STEM subjects in PreK–12 and concludes with a vision of STEM education for ELs. It begins with the committee’s stance on language in the STEM subjects and articulates the ways in which ELs can be afforded opportunities in the STEM classroom to draw on language and other meaning-making resources while engaging in disciplinary content. This chapter provides the committee’s consensus views of the inextricable relationship between language and content. Relationship Between Language and STEM Learning for English LearnersĮnglish learners (ELs) develop science, technology, engineering, and mathematics (STEM) knowledge and language proficiency when they are engaged in meaningful interaction in the classroom and participate in the kinds of activities in which STEM experts and professionals regularly engage.
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