STEPWISE Cartographies: Student Blueprinting of Socioscientific Issues and Actions Using Actor-Network Theory

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dc.catalogadorcarga
dc.contributor.authorDel Gobbo D.
dc.contributor.authorBencze L.
dc.contributor.authorZouda M.
dc.contributor.authorEl Halwany S.
dc.contributor.authorHassan N.
dc.contributor.authorIbrahim S.
dc.contributor.authorGuerrero G.
dc.date.accessioned2025-11-30T10:00:11Z
dc.date.available2025-11-30T10:00:11Z
dc.date.issued2025
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.School science and engineering challenges often involve abstractions. These abstractions may strip away complexities needed to understand broader societal and environmental implications of STEM issues, products and services. Alternatively, STEPWISE pedagogies have empowered secondary students to employ actor-network theory (ANT) mapping, blueprinting complex interactions of living, non-living and semiotic actants. STEPWISE empowers students to perform primary and secondary research and then produce science or engineering products as forms of social activism. In this way, students may come to realize how semiotics may obscure problematic science and engineering practices and innovations, such as coltan mining for cellphones. A historical background of actor-network theory (ANT) charts its development for use in analyzing science practice and its modifications for use in secondary educational contexts. Past educational implementations of ANT-mapping are compared with newer STEPWISE iterations which embed Foucault’s notion of repressive and normalizing power, as well as dispositifs, larger machine-like assemblages of actants that act with collective values and goals. Public awareness of dispositifs and complex power relationships revealed by ANT hint at new possibilities for science education, engineering, STEAM and activism. A full secondary implementation of actor-network maps including success criteria is explored with teacher recommendations.
dc.format.extent79 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1007/978-3-031-83837-8_7
dc.identifier.eissn0717-6996
dc.identifier.issn18780784 18780482
dc.identifier.scopusidSCOPUS_ID:105006768987
dc.identifier.urihttps://doi.org/10.1007/978-3-031-83837-8_7
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107184
dc.identifier.wosidWOS:000544244200012
dc.information.autorucFacultad de Educación | Instituto para el Desarrollo Sustentable; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.information.autorucNo Informado
dc.information.autorucNo Informado; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.issue.numero378
dc.language.isoen
dc.pagina.final165
dc.pagina.inicio143
dc.publisherSpringer Science and Business Media B.V.
dc.relation.ispartofGoya
dc.revistaContemporary Trends and Issues in Science Education
dc.rightsregistro bibliográfico
dc.subjectActor-network theory mapping
dc.subjectDirect instruction
dc.subjectDispositif
dc.subjectSocioscientific issues
dc.subjectSTEM
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleSTEPWISE Cartographies: Student Blueprinting of Socioscientific Issues and Actions Using Actor-Network Theory
dc.typecapítulo de libro
dc.volumen63
sipa.codpersvinculados1381229
sipa.codpersvinculados1381229
sipa.indexScopus
sipa.trazabilidadWOS-SCOPUS;2025-11-30
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