STEM learning experiences as boundary objects? The Hong Kong case

Abstract

<p>STEM curriculums should function as boundary objects that bridge different disciplinary perspectives. However, there is currently insufficient invested effort regarding how boundary-crossing could be realised in the curriculum artefacts. Thus, this work serves to supplement the related dialogues in interdisciplinary STEM education. Specifically, the current study aims to understand whether dialogues between perspectives were supported by the STEM-related elements in the official junior science curriculum documents and the textbooks accordingly written in Hong Kong. Content analysis was carried out under the guidance of analytical constructs that pay attention to the identification, coordination, reflection, and transformation of perspectives. The study shows that the curriculum artefacts could support the identification and coordination of different disciplinary perspectives to a certain extent, like the description of the nature of the subject and the inclusion of learning activities that might serve as boundary objects. Nevertheless, there are insufficient opportunities for the students to reflect on their own perspectives and develop mechanisms for working and functioning at the boundaries. This study could serve as a stimulus for further academic dialogues and guidance for revising official curriculums and textbooks to allow students to be better equipped to deploy interdisciplinary strategies to resolve problems in uncertain times.</p>