Inspiring Women - An Educational Design Research Study

Abstract

The under-representation of girls in science, technology, engineering and maths (STEM) education and careers is a deep-rooted problem. Gender differences in the participation of STEM education are visible as early as preschool and it becomes more visible at higher levels of education. Role models from the fields of STEM are recognised as an initiative that can help to address the issue. This study adopted an educational design research (EDR) approach to collaboratively design and construct history content which complements the Junior Cycle curriculum and incorporates augmented reality, to challenge the perceptions and attitudes of students on STEM education and careers in STEM related fields. The study is situated within a socio-cultural theoretical framework and is informed by Vygotskyian theories on the `more knowledgeable other', `scaffolding' and `the zone of proximal development'. The research data consists of focus groups sessions and semi-structured interviews with post-primary history teachers; focus group sessions, draw a scientist test exercises and STEM career interest survey exercises with Junior Cycle history students. The findings from the EDR phases of the study yielded two main outputs: 1) A matured intervention in the form of a Teachers' Resource to support history teachers in their discussions with students about pioneering women from Irish history. 2) Theoretical knowledge, in the form of five design principles which percolated from the collaborative development of the Teachers' Resource. They provide an original contribution to knowledge in the context of developing historical content to increase student awareness of STEM education and careers. They offer a starting point for other history teachers or researchers looking to explore how best to support discussions with students about pioneering women from history. They may act as a blueprint for other research studies that use augmented reality volumetric video simulations to support student learning. This study highlights the importance of ongoing and critically relevant discourses around inclusive approaches to stimulate student interest in STEM education and careers. It also presents an opportunity for further discourse around the ethical implications of using a virtual more knowledgeable other in teaching and learning.

Keywords: Educational design research, Augmented reality volumetric video, Junior Cycle History, STEM education, STEM careers.