Shaping STEM Literacy through Discourse: The Role of Engineering and Technology in a New Zealand Classroom
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| Title: | Shaping STEM Literacy through Discourse: The Role of Engineering and Technology in a New Zealand Classroom |
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| Language: | English |
| Authors: | Mathew Thomas (ORCID |
| Source: | Journal of Technology Education. 2025 37(1):8-31. |
| Availability: | Journal of Technology Education. Available from: Virginia Tech Publishing. Newman Library, Suite 420 (0434), 560 Drillfield Drive, Blacksburg, VA 24061. Web site: https://jte-journal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 11 High Schools |
| Descriptors: | Foreign Countries, STEM Education, Multiple Literacies, Interdisciplinary Approach, Technology Education, Engineering Education, Experiments, Investigations, Learning Experience, Secondary School Students, Grade 11, Social Influences, Cultural Influences, Discourse Analysis, Concept Formation |
| Geographic Terms: | New Zealand |
| ISSN: | 2331-4702 1045-1064 |
| Abstract: | STEM literacy is essential for preparing students to solve real-world problems across science, mathematics, engineering, and technology domains. However, the integration of STEM education especially in terms of its influence on student discourse and interdisciplinary learning remain underexplored. This study contributes to STEM education research by highlighting how discourse within technology classrooms mediates the integration of science, mathematics, and engineering concepts. Conducted in a New Zealand secondary school, the qualitative case study draws on classroom observations, student portfolios, interviews, and field notes. Thematic analysis revealed varied levels of interdisciplinary discourse, with some students integrating scientific and mathematical reasoning, while others relied solely on technological language. These findings underscore the importance of teacher scaffolding, structured reflection, and intentional strategies to support the development of interdisciplinary understanding. The study contributes to research on STEM integration and highlights the socio-cultural dynamics of technology education in fostering STEM literacy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489535 |
| Database: | ERIC |
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| Abstract: | STEM literacy is essential for preparing students to solve real-world problems across science, mathematics, engineering, and technology domains. However, the integration of STEM education especially in terms of its influence on student discourse and interdisciplinary learning remain underexplored. This study contributes to STEM education research by highlighting how discourse within technology classrooms mediates the integration of science, mathematics, and engineering concepts. Conducted in a New Zealand secondary school, the qualitative case study draws on classroom observations, student portfolios, interviews, and field notes. Thematic analysis revealed varied levels of interdisciplinary discourse, with some students integrating scientific and mathematical reasoning, while others relied solely on technological language. These findings underscore the importance of teacher scaffolding, structured reflection, and intentional strategies to support the development of interdisciplinary understanding. The study contributes to research on STEM integration and highlights the socio-cultural dynamics of technology education in fostering STEM literacy. |
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| ISSN: | 2331-4702 1045-1064 |
