Integrated approaches to teaching science, technology, engineering, and mathematics (STEM) are increasingly being implemented in elementary and middle school classrooms, and despite a variety of conceptions of integrated STEM, researchers agree that small group activities and teamwork play a central role in STEM learning. However, little is known about how students participate in the small group portions of integrated STEM curricular units. In this study, a microvideo ethnography framed within activity theory was used to examine small group interactions among sixth-grade students completing integrated STEM activities related to the properties of light. Students working in three different small groups (all-girl, all-boy, and mixed-gender) were included in the analysis. Findings highlight differences in the activity systems across activity type (science vs. engineering) and across small groups, with students focusing on different objectives for completing STEM activities, utilizing different tools as they sought to reach their objectives, and dividing labor differently. Findings from this study suggest that these students, and girls in particular, were less prepared to navigate open-ended engineering activities than highly structured science activities. Theoretical and practical implications for curriculum development and pedagogical strategies are discussed.

中文翻译：

---

“除了使用这些东西，还有其他方法可以提供帮助”：使用活动理论来了解学生在小组科学、技术、工程和数学活动中的动态参与

科学、技术、工程和数学 (STEM) 的综合教学方法越来越多地在小学和中学课堂中实施，尽管综合 STEM 的概念多种多样，但研究人员一致认为，小组活动和团队合作在 STEM 中发挥着核心作用学习。然而，关于学生如何参与综合 STEM 课程单元的小组部分知之甚少。在这项研究中，以活动理论为框架的微视频民族志用于检查完成与光特性相关的综合 STEM 活动的六年级学生之间的小组互动。分析中包括在三个不同的小组（全女孩、全男孩和混合性别）中工作的学生。调查结果突出了不同活动类型（科学与工程）和小组之间活动系统的差异，学生专注于完成 STEM 活动的不同目标，在他们寻求实现目标时使用不同的工具，并以不同的方式分工。这项研究的结果表明，与高度结构化的科学活动相比，这些学生，尤其是女孩，对开放式工程活动的准备程度较低。讨论了课程开发和教学策略的理论和实践意义。这项研究的结果表明，与高度结构化的科学活动相比，这些学生，尤其是女孩，对开放式工程活动的准备程度较低。讨论了课程开发和教学策略的理论和实践意义。这项研究的结果表明，与高度结构化的科学活动相比，这些学生，尤其是女孩，对开放式工程活动的准备程度较低。讨论了课程开发和教学策略的理论和实践意义。