培养实习教师利用基于 DIY、Tinker 和 maker 框架的 STEM 活动进行科学教学设计和实施的能力

Q1 Social Sciences

Journal of Technology and Science Education Pub Date : 2024-07-23 DOI:10.3926/jotse.2225

S. Chamrat, Pongsathorn Suyamoon

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引用次数: 0

摘要

本研究旨在考察基于 Diy、Tinker 和 Maker 框架的 STEM 活动对培养实习教师的科学教学设计和实施能力的影响。这些活动涉及科学、技术、工程和数学原理的整合，培养学生的自我调节学习能力、创造力和创新能力。研究包括设计五个 STEM 活动模块，其中包括紫外线箱实验、数字 pH 计、空气传感器、启动和稀土棋盘游戏以及运动传感器活动，并通过谷歌教室与实习教师分享这些活动，使用教程视频、幻灯片和其他材料来提高他们的技能。通过内容分析，对 13 名实习教师的 26 份教案进行了检查，检查是在 "高影响力实践"（HIPs）指导下的学习模式中进行的，该模式横跨六个领域：结构合理的课程、基于项目的学习、反思、学习进展框架、以学生为中心的方法和技术教学内容知识（TPACK）。结果表明，通过 STEM 活动应用 DIY、Tinker 和 Maker 框架，有效提高了实习教师在科学教学设计和实施方面的能力。尤其值得注意的是，从最初实施到后续实施，实习教师在所有 HIPs 领域的能力都得到了逐步提高，特别是在展示 TPACK 方面。尽管如此，研究也发现了能力水平的差异，引发了学生的思考。开展能激发学生反思的活动的重要性已成为一个需要考虑的关键点。这表明，基于 DIY、Tinker 和 Maker 概念的 STEM 活动应强调这种反思性实践。本研究获得的启示可促进实习教师技能的提高，并鼓励他们进一步探索所讨论的主题。

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The development of teacher interns' competencies of science instructional design and implementation using STEM activity based on DIY, Tinker and maker frameworks

The objective of this research was to examine the impact of STEM activity based on Diy, Tinker and Maker frameworks on developing teacher interns' competency in science instructional design and implementations. These activities involve the integration of science, technology, engineering, and mathematics principles, fostering self-regulated learning, creativity, and innovation among students. The research encompassed the design of five STEM activity modules, including a UVC Box Experiment, Digital pH Meter, Air Sensor, Startup & Rare Earth Board Game, and Motion Sensor activity, which were shared with teacher interns via Google Classroom using tutorial videos, slides, and additional materials to enhance their skills. An examination of 26 lesson plans from 13 teacher interns was carried out through content analysis, within a learning model guided by High Impact Practices (HIPs) spanning six domains: well-structured lessons, project-based learning, reflection, learning progression framework, student-centered approach, and Technological Pedagogical Content Knowledge (TPACK). The results showed that the application of the DIY, Tinker, and Maker framework through STEM activities effectively improves teacher interns' competencies in science instructional design and implementation. Particularly noteworthy was the gradual enhancement observed from the initial to the subsequent implementation across all HIPs domains, especially in showcasing TPACK. Nonetheless, the research also identified variations in competency levels, prompting contemplation among students. The importance of developing activities that stimulate student reflection emerged as a key point to consider. This indicates that STEM activities based on the concepts of DIY, Tinker, and Maker should emphasize such reflective practices. The insights obtained from this study could advance the enhancement of teacher interns' skills and encourage further exploration of the topics discussed.

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来源期刊

Journal of Technology and Science Education Social Sciences-Education

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

7 weeks

期刊介绍： JOTSE is an international Journal aiming at publishing interdisciplinary research within the university education framework and it is especially focused on the fields of Technology and Science. JOTSE serves as an international forum of reference for Engineering education. Teaching innovation oriented, the journal will be issued twice per year (every 6 months) and will include original works, research and projects dealing with the new learning methodologies and new learning supporting tools related to the wide range of disciplines the Engineering studies and profession involve. In addition, JOTSE will also issue special numbers on more technological themes from the different areas of general interest in the industrial world, which may be used as practical cases in classroom tuition and practice. Thereby, getting the working world reality closer to the learning at University. Among other areas of interest, our Journal will be focused on: 1. Education 2.General Science (Physics, Chemistry, Maths,…) 3.Telecommunications 4.Electricity and Electronics 5.Industrial Computing (Digital, Analogic, Robotics, Ergonomics) 6.Aerospatial (aircraft design and building, engines, materials) 7. Automotive (automotive materials, automobile emissions).