Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.

中文翻译：

---

（重新）构建 STEM 教学的哲学和认识论框架：新兴的复杂性教学法

今天的学习者正在从事比人类历史上任何时候都更容易获取知识的学习。技术的快速进步以及交流和互动的日益便捷已经极大地改变了科学、技术、工程和数学 (STEM) 教师的工作环境。学生需要具备的技能当代包括除 其他外解决问题的能力、创造力、团队合作能力、沟通技巧和情商。尽管它们的重要性被普遍接受，但这些技能通常被认为是不发达的，此外，仍然伴随着过时的“传统”教学和评估形式。虽然 20 世纪的教育方法在发展知识储备方面取得了成功，但无处不在的知识获取——加上当今世界不断变化的性质——需要替代的教与学概念。本文主要关注学习隐喻和教学的探索，整体视角是创造自我调节和自主的学习者。文章首先探讨了 STEM 教育中的学习和对教学观点的批判，讨论为什么这种认识论可能不足以用于当代 STEM 学习。然后，文章考虑了另一种可能更现代的概念；新兴的教学空间。本文提出了一个理论模型来概念化 STEM 教育中的学习，目的是为实践和研究提供信息。通过来自设计和技术背景的应用案例研究，探索了这一提议的新兴教学空间的实现。