Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Lay-Wah Carolina Ching-Chiang,Juan Manuel Fernández-Cárdenas

doi:10.7821/naer.2020.7.529

Abstract

Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.

Highlights

Globalisation, supported by the accelerated increase of innovations and technologies, has created complex scenarios worldwide modifying the way citizens cultivate their collective relationships in fundamental aspects such as culture, politics, ideologies and the environment
Our twofold proposal in this paper is: (1) to explore how the change of educational paradigm could be faced by the STEM teachers at New Harvest School (NHS) through dialogic and transformative learning; and (2) to identify the current profile of STEM teachers, so that the administrative team can take it into consideration as part of their teaching professional development
This study investigated how a dialogic and transformative training of baccalaureate teachers at NHS could strengthen their STEM teaching process

Summary

Introduction

Globalisation, supported by the accelerated increase of innovations and technologies, has created complex scenarios worldwide modifying the way citizens cultivate their collective relationships in fundamental aspects such as culture, politics, ideologies and the environment. The economic gap generated by this process has concentrated wealth in a few hands, so that the majority of the population is marginalised in their access to resources and opportunities for improvement (Montgomery & Fernández-Cárdenas, 2018). Especially for developing countries trying to fight disparity. Studies from developed countries have proven a relationship between expenditure in scientific, technological, engineering and mathematical education (STEM) and economic growth Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School. Journal of New Approaches in Educational Research, 9(2), 194-215.

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Conclusion