The Challenges in Designing Integrated STEM Lessons (75882)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Zuokun Li

Friday, 24 November 2023 14:05
Session: Session 3
Room: Room 703
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The purpose of this study is to examine the performance of pre-service teachers in developing integrated STEM lesson plans based on the 5E model, as well as to identify the most challenging aspect of the process. A total of 41 pre-service teachers from an East Asian university were selected as participants. The study employed the 5E Inquiry Lesson Plan (ILP) rubric as an assessment tool to evaluate the pre-service teachers' ability to create effective 5E lesson plans. The collected data were analyzed using descriptive statistics and Epistemic Network Analysis (ENA). The findings revealed that pre-service teachers obtained the lowest scores in the Explain phase. Designing activities for the Explore, Elaborate, and Evaluate stages posed the greatest challenges for the participants. Specifically, they struggled with establishing connections between the Explore and Elaborate activities, determining appropriate content, and managing the activity difficulty level. The study's results initially confirmed that pre-service teachers were capable of developing high-quality 5E lesson plans following training. However, they tended to rely on teacher-centered instruction rather than student-centered approaches during the explanation stage, resulting in superficial explanations. Moreover, there was a lack of coherence and connectivity in the design of activities for the Explore and Elaborate phases, which made evaluation and assessment particularly challenging.

Emily Oon, University of Macau, Macau
Wanling Hu, University of Macau, Macau
Zuokun Li, University of Macau, Macau

About the Presenter(s)
Professor Emily Oon is a University Assistant Professor/Lecturer at University of Macau in Macau

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00