How Do Secondary-School Teachers Design STEM Teaching–Learning Sequences? A Mixed Methods Study for Identifying Design Profiles

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Science and Mathematics Education Pub Date : 2024-03-12 DOI:10.1007/s10763-024-10457-3

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Abstract

Due to the increasing presence of the Science, Technology, Engineering, and Mathematics (STEM) education paradigm in Spain, many teachers have embarked on the design of specific Teaching–Learning Sequences (TLS) to be implemented in schools. Understanding the views and perceptions about STEM that take shape in specific teachers’ designs should enrich the way in which STEM education is designed based on a more focused approach. This study aims to characterise how secondary school teachers from Catalonia (Spain) design STEM TLS, to identify specific design profiles that can be related to different understandings of STEM education based on a mixed-method analytical approach. We collected 345 canvases from teachers participating in a national STEM education training programme, outlining STEM TLS. The canvases were analysed with an assessment rubric consisting of 8 instructional components (Interdisciplinarity, STEM practices, Information and Communications Technology tools, Formalisation, Openness, Alignment, Authenticity and Values). We identified patterns in teachers’ designs while implementing a hierarchical cluster analysis of the results, obtaining 6 different clusters of 39, 36, 66, 49, 90, and 65 TLS, respectively. The diverse components prioritised or balanced in each cluster suggest how STEM education can be conceived of differently by participating teachers through the lens of component analysis. While authenticity appears to be a major force in the clustering process, direct relationships between components can be found (i.e., between Formalisation and Alignment), as well as inverse relationships (i.e., between Openness and Practices). These findings provide important clues to understand STEM TLS design and recognise the rubric and the cluster definition as powerful tools for teacher training and evaluation in STEM education.

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中学教师如何设计 STEM 教学序列？识别设计特征的混合方法研究

摘要随着科学、技术、工程和数学（STEM）教育范式在西班牙的日益普及，许多教师已着手设计在学校实施的具体教学序列（TLS）。了解教师在具体设计中形成的对 STEM 的观点和看法，应能丰富以更有针对性的方法设计 STEM 教育的方式。本研究旨在描述加泰罗尼亚（西班牙）中学教师如何设计 STEM TLS，并基于混合方法分析法，找出与对 STEM 教育的不同理解相关的具体设计特征。我们从参加国家 STEM 教育培训计划的教师那里收集了 345 幅画布，概述了 STEM TLS。我们使用由 8 个教学要素（跨学科性、STEM 实践、信息和通信技术工具、正规化、开放性、一致性、真实性和价值观）组成的评估标准对这些画布进行了分析。在对结果进行分层聚类分析的同时，我们发现了教师设计的模式，得出了 6 个不同的聚类，分别为 39、36、66、49、90 和 65 TLS。每个聚类中优先考虑或均衡考虑的不同成分表明，通过成分分析的视角，参与教师对 STEM 教育可以有不同的理解。虽然真实性似乎是聚类过程中的主要力量，但也可以发现各组成部分之间的直接关系（即正规化与结盟之间的关系），以及反向关系（即开放性与实践之间的关系）。这些发现为了解 STEM TLS 的设计提供了重要线索，并认识到评分标准和聚类定义是 STEM 教育中教师培训和评价的有力工具。

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来源期刊

International Journal of Science and Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.10

自引率

9.10%

发文量

期刊介绍： The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.