Collaborating with stakeholders in STEM Studios
2017
Studio-based learning provides an environment in which a collaborative, problembased
approach to learning Science, Technology, Engineering and Mathematics (STEM) is
encouraged. In this project, the STEM Studio approach was used with school students in
formal and informal learning environments for preservice teacher education. Building on
research from orchestration and learning analytics identifying stakeholders, and part of a
nationally funded, multi-institutional project, we examine the complexity and diversity of
communities in three STEM Studios. Using multiple data sources, the aim of this paper is to
identify the stakeholders and the relationships between them in order to visualize the
complexity of the networks and to compare (1) changes in networks over time; (2) differences
between the learning contexts; and (3) the implications for preservice teacher education.
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