Inclusion/Personalisation/Empowerment Sample Clauses

Inclusion/Personalisation/Empowerment. (12) The notion of inclusivity is developed across a range of STEAM sources, understood in multiple ways. Xxxxxxxx from the sense that a wider range of interests will be included if the Arts is drawn in to interdisciplinary or transdisciplinary learning in STEM, an assumption is made that STEAM is therefore more inclusive than STEM alone (e.g. ecraft2Learn, 2018, 1?, 2, EU; ACE STEAM toolkit, nd). It is suggested that acceptance is important in the design of STEAM activities, ensuring that participants feel able to fully partake in all aspects of a STEAM process regardless of whether they feel more or less confident in any aspect (Columbano et al, 2021, 1 tert, 3, EU). Some of the discussion of inclusion is linked to the theoretical concepts of science capital and identity: it is argued that STEAM approaches offer a context in which young people are more likely to be able to develop their identity, including that STEAM is ‘for them’ (PHERECLOS project, nd, 1 sec tert, EU), and that students’ active construction of personal meaning through STEAM leads to greater self- efficacy, confidence and motivation towards socioscientific learning (Xxxxxxxx, 2018, 1 sec &ITE, 3 internat). This is connected to the concept of empowerment (Xxxxx et al, 2020, 1 sec tert, 3, 4, US), with the argument that STEAM approaches empower young people and promote engagement due to the open-ended nature of many STEAM activities (e.g. problem-based and inquiry learning) and to the real-world contexts to which they may be linked (see 3.1.3 and 3.1.6). Greater inclusion and empowerment via STEAM may, it is argued, lead to those from under-represented groups such as girls developing identities as change-makers (Wan et al, 2020, 1sec, 3, 4, Internat).