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STS pedagogies contributing to STEAM education and collective transformations 
Fernando Herrera García (Escuela Politécnica Nacional)
Elena Durán
Gabriela Onate (CEDIA)
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José Gómez (Universidad de Cuenca)
Traditional Open Panel

Short Abstract:

Multiple educational experiences portray the potential of STS concepts to enrich engineers' abilities to design, implement, and reflexively evaluate their work. This panel invites exploring different methodological and theoretical approaches used to incorporate STS Pedagogies into STEAM education.

Long Abstract:

STS has built an understanding of social and technological complexity as a product of the intricate interaction between different socio-technical assemblages, cultural factors, and power dynamics. Due to its interdisciplinary nature, STS has been able to connect the technical components traditionally associated with STEAM fields with the sociocultural elements involved in the history, contemporary context, and professional practice of STEAM (Johri, 2011; Mitcham, 2009). This approach has generated multiple pedagogical initiatives combining STS with STEAM fields creatively.

For instance, STS has insisted on how the vulnerability and risks of technologies and infrastructures, and the disasters associated with them, cannot be disarticulated from the social vulnerabilities in which these infrastructures are framed (Gaillard, 2019; Sutley et al., 2017; Velho & Ureta, 2019). In this way, STS-informed education could lead to training professionals with abilities to design and build more resilient technologies and infrastructural projects at social and technical levels. Evidence shows that incorporating an STS approach into STEAM curriculums strengthens students' sociotechnical skills, improves their understanding of the impacts of their work on society, and develops their capacity to work interdisciplinarily (Cacéres, 2006; K. Ferrando, 2014; Marshall et al., 2012; Ramallo et al., 2019; Schlierf, 2010).

This panel invites papers and presentations that explore the multiple paths to pedagogically integrate STS approaches, combining them with STEAM fields and beyond. We are particularly interested in presentations that address the challenges of doing so in situated scenarios from diverse regions of the world while also describing the effects and theoretical and methodological reflections raised from these experiences. We invite presenters to reflect on how these interventions can trigger transformative changes, in the short and long run, around how science and technology are enacted and how STEAM practitioners can promote more reflexive approaches to their role in shaping our societies moving forward.

Accepted papers:

Session 1