2015 Conference Archive (Archived)
An Activity Theory Analysis of an Early College’s Journey into a STEM-focused School
Session Format
Round-table Discussion (45 minutes)
Copyright
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Location
Room 2901
Abstract for the conference program
We demonstrate how Activity Theory (AT) may be used as a useful lens for analyzing a knowledge building community in a STEM professional learning context. Specifically, we describe and analyze how an Early College cultivates a collaborative culture in the process of becoming a STEM-focused school. We center our analysis and reflection on the transformations occurred among the various members of our learning community, including K-12 teachers, a principal, and a higher education faculty; as well as on the tensions and challenges negotiated in the context of the work of the learning community. The audience leaves our presentation with a useful framework and model for analyzing institution-wide STEM effort. Although we target university-level educators interested in building partnerships with local middle and high schools, our presentation will also benefit K-12 administrators and instructional leaders.
Proposal Track
Non-research Project
Start Date
3-6-2015 1:50 PM
End Date
3-6-2015 2:35 PM
Recommended Citation
Kang, Rui and Sallad, Runee, "An Activity Theory Analysis of an Early College’s Journey into a STEM-focused School" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 35.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/35
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An Activity Theory Analysis of an Early College’s Journey into a STEM-focused School
Room 2901
We demonstrate how Activity Theory (AT) may be used as a useful lens for analyzing a knowledge building community in a STEM professional learning context. Specifically, we describe and analyze how an Early College cultivates a collaborative culture in the process of becoming a STEM-focused school. We center our analysis and reflection on the transformations occurred among the various members of our learning community, including K-12 teachers, a principal, and a higher education faculty; as well as on the tensions and challenges negotiated in the context of the work of the learning community. The audience leaves our presentation with a useful framework and model for analyzing institution-wide STEM effort. Although we target university-level educators interested in building partnerships with local middle and high schools, our presentation will also benefit K-12 administrators and instructional leaders.
