scholarly journals Open Pedagogy and Transdisciplinary Thinking: Making Connections Through a Visual Artefact Self- Study

2021 ◽  
Vol 1 (1) ◽  
pp. 1-18
Author(s):  
Connie Blomgren
Keyword(s):  
Teacher Educators ◽  
Computational Thinking ◽  
Open Educational Resources ◽  
The Self ◽  
Critical Friends ◽  
Form And Function ◽  
Self Study ◽  
Visual Artifacts ◽  
And Mathematics

The examination of teacher educators’ own practices through self-study research has been well established and self-study aligns with the growing interest in open educational resources (OER) and open pedagogy. This research used a self-study method of a Science, Technology, Engineering, Art, and Mathematics (STEAM) OER project, Form and Function(s): Sustainable Design meets Computational Thinking. Two research questions were pursued: How do open pedagogy attributes contribute to a transdisciplinary STEAM OER pedagogical stance? And how can one apply visual artifact self-study as intentional critical friends to examine professional value and to enhance pedagogical self-understanding? The researcher analyzed visual artifacts of created and documented images that supported the process of her interrogations of transdisciplinary curriculum development and open pedagogy. The sites and modalities of the artifacts were questioned and answers recorded using a critical visual methodology. Klein’s (2008, 2018) transdisciplinary thinking and the eight attributes of Hegarty’s (2015) open pedagogy frame the interrogation of the images and the connections made to curriculum theorizing. The self-study provides conclusions to the role of visual artifacts when conceptualizing the gestalt of complex ideas and relations. The self-study provides warranted assertions for open educators and researchers interested in the practices of transdisciplinary, open curricular and pedagogical processes alongside the eight attributes of open pedagogy, and the role of critical self-reflection.

Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

scholarly journals Teaching as a creative and learning process.

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Julia Ann Nord ◽  
Anastasia Samaras ◽  
Rebecca Ericson ◽  
Vasiliki Ikonomidou ◽  
Ioulia Rytikova ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Subject Area ◽  
Critical Friends Groups ◽  
Critical Friends ◽  
Inquiry Group ◽  
Self Study ◽  
Group Members ◽  
Study Methodology ◽  
Conducting Research ◽  
And Mathematics

The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics.  At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.

Teacher Educators and the Self-Study of Teaching Practices

2009 ◽  
pp. 205-217 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
John Loughran ◽  
Maria Inês Marcondes
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
The Self ◽  
Self Study

scholarly journals Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning

2019 ◽  
Vol 29 (1) ◽  
pp. 53-64
Author(s):  
Kevin P Waterman ◽  
Lynn Goldsmith ◽  
Marian Pasquale
Keyword(s):  
Computer Science ◽  
Elementary Science ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Science Curriculum ◽  
Data Gathering ◽  
Computational Thinking ◽  
State Level ◽  
Teachers And Students ◽  
And Mathematics

AbstractUsing an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.

Incorporating Touch-Based Tablets into Classroom Activities

2016 ◽  
pp. 378-406
Author(s):  
Woonhee Sung ◽  
Junghyun Ahn ◽  
Shi Ming Kai ◽  
Ahram Choi ◽  
John B. Black
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Physical Activities ◽  
After School ◽  
Stem Learning ◽  
Classroom Activities ◽  
Positive Effects ◽  
After School Program ◽  
And Mathematics

This chapter explores the role of computational thinking in Science, Technology, Engineering, and Mathematics (STEM) learning and proposes effective classroom strategies that foster computational thinking. In a study conducted in an elementary after school classroom, the authors found that incorporating Computational Perspective Practice (CPP) to STEM subjects fosters higher-level cognitive thinking skills as well as learning in STEM domain. The 10 week-long after school program demonstrates positive effects of incorporating CPP to embodied activities in mathematic units prior to programming practice on learning coding as well as mathematics. The chapter concludes with recommendations for interweaving physical activities and a tablet-based programming application into elementary-level STEM classrooms.

The Role of Writing Prompts in a Statistical Knowledge for Teaching Course

2012 ◽  
Vol 1 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Randall E. Groth
Keyword(s):  
Prospective Teachers ◽  
Teacher Educators ◽  
College Level ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Statistical Knowledge ◽  
Writing Prompts ◽  
Level Statistics ◽  
And Mathematics

Teachers of grades Pre-K-8 are charged with the responsibility of developing children's statistical thinking. Hence, strategies are needed to foster statistical knowledge for teaching (SKT). This report describes how writing prompts were used as an integral part of a semester-long undergraduate course focused on building SKT. Writing prompts were designed to help assess and develop the subject matter knowledge and pedagogical content knowledge of prospective teachers. The methods used to design the prompts are described. Responses to a sample prompt are provided to illustrate how the writing prompts served as tools for formative assessment. Pretests and posttests indicated that prospective teachers developed both SKT and knowledge of introductory college-level statistics during the course. It is suggested that teacher educators employ and refine the prompts in their own courses, as the method used for writing and assessing the prompts is applicable to a broad range of statistics and mathematics courses for teachers.

scholarly journals Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

2020 ◽  
Vol 5 (2) ◽  
pp. 123-137
Author(s):  
Abdul Nasir Kiazai ◽  
Naila Siddiqua ◽  
Zarina Waheed
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Quantitative Methodology ◽  
Education Programs ◽  
Stem Instruction ◽  
And Mathematics

STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique.  The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.

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