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Epistemic Infrastructure in STEM Hackathons.

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Title: Epistemic Infrastructure in STEM Hackathons.
Authors: Teo, Tang Wee1 (AUTHOR) tangwee.teo@nie.edu.sg, Mabulo, Sherwin John San Buenaventura1 (AUTHOR) mabulo.sherwin@nie.edu.sg, Tan, Kim Chwee Daniel1 (AUTHOR) daniel.tan@nie.edu.sg, Ho, Jin Xin Matilda1 (AUTHOR) matilda.ho@nie.edu.sg, Tan, Xue Xian Thea1 (AUTHOR) thea.tan@nie.edu.sg
Source: Journal of Science Education & Technology. Aug2025, Vol. 34 Issue 4, p757-778. 22p.
Subject Terms: *Qualitative research, *Collaborative learning, Hackathons, Epistemics, Social context, Mathematics, Social participation
Abstract: STEM (science, technology, engineering, mathematics) hackathons have been conducted to offer opportunities for diverse participants to work collaboratively and intensely on tasks within a short period. However, most literature about hackathons does not offer theoretical discussions on the affordances of such learning contexts for school students. This paper reports on an inaugural event of a STEM capital-building program designed for students with relatively less access to STEM capital than their peers. Using epistemic infrastructure (EI) as the theoretical framework, we unpack the affordances of a STEM hackathon in terms of its cultural space, embodiments of artifacts, and practices (three tenets of EI) in building STEM capital. A total of 115 Grade 9 Singapore students from seven public schools participated in a purposeful 3-year STEM capital-building program. The data collected include video recordings of the activities, interviews with students and teachers, and photographs. The qualitative data were analyzed using prescriptive codes identified from the synthesis of the literature about epistemic infrastructure. The findings illuminated the three tenets of EI, and an additional tenet on social agency in EI was identified and discussed. The study contributes to the theorization of STEM curriculum and has implications for the design and implementation of informal STEM curriculum such as hackathons for STEM capital building. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Epistemic Infrastructure in STEM Hackathons.
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  Data: <searchLink fieldCode="AR" term="%22Teo%2C+Tang+Wee%22">Teo, Tang Wee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tangwee.teo@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Mabulo%2C+Sherwin+John+San+Buenaventura%22">Mabulo, Sherwin John San Buenaventura</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mabulo.sherwin@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Tan%2C+Kim+Chwee+Daniel%22">Tan, Kim Chwee Daniel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> daniel.tan@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Ho%2C+Jin+Xin+Matilda%22">Ho, Jin Xin Matilda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> matilda.ho@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Tan%2C+Xue+Xian+Thea%22">Tan, Xue Xian Thea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> thea.tan@nie.edu.sg</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2025, Vol. 34 Issue 4, p757-778. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Hackathons%22">Hackathons</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+participation%22">Social participation</searchLink>
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  Data: STEM (science, technology, engineering, mathematics) hackathons have been conducted to offer opportunities for diverse participants to work collaboratively and intensely on tasks within a short period. However, most literature about hackathons does not offer theoretical discussions on the affordances of such learning contexts for school students. This paper reports on an inaugural event of a STEM capital-building program designed for students with relatively less access to STEM capital than their peers. Using epistemic infrastructure (EI) as the theoretical framework, we unpack the affordances of a STEM hackathon in terms of its cultural space, embodiments of artifacts, and practices (three tenets of EI) in building STEM capital. A total of 115 Grade 9 Singapore students from seven public schools participated in a purposeful 3-year STEM capital-building program. The data collected include video recordings of the activities, interviews with students and teachers, and photographs. The qualitative data were analyzed using prescriptive codes identified from the synthesis of the literature about epistemic infrastructure. The findings illuminated the three tenets of EI, and an additional tenet on social agency in EI was identified and discussed. The study contributes to the theorization of STEM curriculum and has implications for the design and implementation of informal STEM curriculum such as hackathons for STEM capital building. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Epistemics
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              Text: Aug2025
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