Unleashing creativity in STEM teacher education through scripting task pedagogy

Marina Milner-Bolotin, Rina Zazkis
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Abstract

This paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting-based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.

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通过脚本任务教学法释放STEM教师教育的创造力
本文提出了一种创造性的教学方法,旨在通过将剧本写作任务纳入未来中学STEM教师的科学和数学课程,培养真正的STEM教师教育。这些任务邀请教师创建虚构的对话,解决具体的教学挑战,如概念上的困难、误解或教学过程中出现的意外问题。我们认为,在STEM方法课程中,传统的课程规划方法没有为探索内容和教学法以及促进学生参与提供足够的机会。因此,我们提出基于剧本的教学法作为培养未来STEM教师教学内容知识的一种创新和创造性的方式。本文展示了三个在中学STEM教师教育中实施的剧本创作任务的例子。我们阐明了剧本创作所提供的教学机会,并强调了其对STEM教师教育的教学潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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