(TPACK) FOR THE BUILDING OF STEMQUEST

DRAWING ON TECHNOLOGICAL

PEDAGOGICAL CONTENT KNOWLEDGE

(TPACK) FOR THE BUILDING OF STEMQUEST

CHING SING CHAI

THE CHINESE UNIVERSITY OF HONG KONG

TODAY’S MENU

• Introduction

• Theoretical framework (pajang!)

• Hands-on

• A case study

INTRODUCTION (A SWOP ANALYSIS)

• Strength: School teachers have been teaching science and mathematics and presumably possess high level PCK

• Weakness:

• school science and mathematics are taught in isolation

• School organize curriculum and man power also in silos

• Teachers face challenges in acquiring technological and engineering knowledge

(Chai, 2019)

INTRODUCTION

• Opportunity:

• Technological advancements such as the emergence of 3D printing, micro- computers and block-based coding environments have contributed to the expansion of Maker movement (Resnick & Rosenbaum, 2013)

• Many useable teaching videos available for various types of technology

• STEM are closely interrelated content areas. One way to understand the

interrelationships is in the context of solving real world problems. Engineering is the discipline that applies scientific knowledge and mathematical computation to design processes or products (i.e. technologies) to address the problems (Brophy, Klein,

Portsmore & Rogers, 2008). Technologies in turn, are used to facilitate scientific and mathematical knowledge advancement and engineering design.

• Engineering or making problems afford authentic and active learning for science and

mathematics

INTRODUCTION

• Threat: collective competency of a society to create STEM

knowledge determines its status in the world. Thus, there is

surging interest in integrative STEM education (Sanders,

2009; Hoeg & Bencze, 2017 )

THE WAY FORWARD

• Historically/chronologically, we are in the age of AI and STEM

• Ministries of education should formulate STEM-AI policies

• School reforms

• Teacher interdisciplinary teams learning-by-design for

capacity building with university support

THEORETICAL FRAMEWORK: TPACK-STEM

• Dedicated effort in teacher PD to promote teachers’ STEM teaching competencies is lacking (Al Salami, Makela, & de Miranda, 2017; Cavlazoglu & Stuessy, 2017; for a review, see Chai, 2019)

• Pedagogical content knowledge (PCK) (Shulman, 1986) has been proposed as the quintessential teacher’s professional knowledge

• However, to develop strong PCK in one area is already challenging

• To develop interdisciplinary STEM knowledge is very challenging

THEORETICAL FRAMEWORK: TPACK-STEM

• There is a need to articulate an underlying framework for the knowledge (Technological, pedagogical, science, mathematics, engineering etc.) required

• There is a need to develop design thinking competencies among teachers (cognitive)

• There is a need to invent a physical representation as a means to mediate the development of STEM (epistemic artefact)

• There is a need to tap on distributed expertise (social)

THEORETICAL FRAMING : EXPANDED-TPACK?

(Mishra & Koehler, 2006, p. 1025)

TK PK

CK

TCK PCK

TPK

TPCK

Creating one good STEM learning package

involves very complex knowledge at this point

(think about driving)

SCAFFOLDED TPACK LESSON DESIGN MODEL (STLDM)

Identify Instructional Goals

Analyze learners &

context

Identify learning objectives Subject Goals Consideration (CK)

What are the educationally and

developmentally sound attitudes, skills (higher-order thinking and process), and knowledge that students should learn for the subject matter?

TKTCK/TPCK

Can the topic be represented by technologies such that it becomes pedagogically more powerful?

Pedagogical Content Consideration (PCK)

What are learners’ difficulties in learning the topic? What are the usual

misconceptions?

What are the strengths and weaknesses for the existing ways of teaching the topic?

PCKTPCK

Could the existing PCK be enhanced with technology?

Design Decision

Articulate learners’ appropriate objectives and arrange the list of objectives starting from the cognitively most challenging (i.e. Higher order thinking) objectives

Stage 1

Plan Instructional and Learning Activities

Choose relevant technologies / Develop

ICT-based resource

Develop assessment: Formative

& Summative PK

What are the specific 21^st century learning practices (reflective learning, collaborative learning, authentic problem solving, active and constructive learning etc.) that can be integrated? What are the possible problems and necessary supports for students to engage in the learning practices?

TPK

What are some good practices associated with the chosen technologies?

Any consideration for cyberwellness issue?

Any good ICT tools for assessing emerging understanding?

TCK

How do subject matter experts use technology to represent and make meaning of the topic?

TPACK-resources

Are there existing good quality online resources already created ?

Stage 2 Design Decision

• Selection of student-centric teaching and learning activities supported by technologies

• Determination of means to assess students’ learning processes and learning outcomes

• Craft evaluation rubrics for the digital artifacts created by students

Scaffolded TPACK Lesson Design Model (STLDM)

Stage 2

REFLECT, IMPLEMENT AND REVISE

• Does the pedagogical design make sense after the complete draft is out? How does it qualify as contributing to meaningful learning?

• Are the various activities logically connected and building on each other?

• Any implementation challenges?

• Implementation, reflection in action

• Revise based on reflection in action and other thoughts

REAL WORLD (AUTHENTIC)

• [What is this? What are the properties/characteristics?]

• Properties: ill-defined, open-ended, demand information

• [Why proposed this?]

• Potential: engender acquisition, participation, creation (problem solving)

• Promote learning motivation, retention, transfer, 21CC (critical, creative)

• Problem addressed: irrelevance, simplification, de-contextualization, inert knowledge

• [How do we as teachers do this?]

• Pedagogical move: create context (event, place, people), scaffold, roles

• ICT: presenting problems, use of authentic ICT tools (TCK) for the practice (e.g. use of

office tools for office workers; use CAD for engineering; excel for modeling etc)

LEARNING BY DOING (ACTIVE/ HANDS-ON)

• Properties: active, interactive, participative, experiential

• Potential: facilitate acquisition, demand participation, lead to creation (problem solving) [why]

• Promote learning motivation, retention, transfer, 21CC (critical, creative, collaborative)

• Problem addressed: passive absorption, inert knowledge

• Pedagogical move: design activities, define performance (SIOs), sequence activities (hierarchical), create instruction

• ICT: Providing authentic tools, interacting with computers and through

computers (read, talk, search, evaluate, synthesize, construct, manipulate,

revise, etc)

COLLABORATIVE LEARNING

• Properties: interactive, participative, negotiation

• Potential: facilitate acquisition, demand participation, create shared meanings [why]

• Promote socio-emotional well-being, thinking (ZPD), 21CC (critical, creative, communicative, collaborative)

• Problem addressed: individualistic, competitive,

• Pedagogical move: identify topics for discussion (relevance, prior knowledge, interest, cognitive value) , foster interaction rules, monitor talks, mediate conflicts, facilitate reflections

• ICT: Interacting around computers and through computers, platforms for collaborative co-

construction of cognitive artifacts/ideas

CONSTRUCTIVE (MINDS-ON)

• Properties:

• Prior knowledge, beliefs, experience & mis-understanding affect the formation of new knowledge

• Active sense making is required to understand

• Potential: Build meaningful schema

• Promote effective and efficient learning, retention, creative thinking

• Problem addressed: fragmented understanding, inert knowledge

• Pedagogical move: assess prior knowledge , provide opportunities to activate prior knowledge(questioning, video, Quiz etc)

• ICT: Use of content free tools to construct digital files to represent one’s idea (for e.g.:

constructing a concept map; a ppt)

SELF-DIRECTED LEARNING (INTENTIONAL)

• Properties: self-initiated, intentional, self-plan and manage

• Potential: Promote learn how to learn, life-long learning, metacognition

• Traits of all strong learners and high performers

• Problem addressed: passive learning, unmindful rote leraning

• Pedagogical move: identify what, where and when can students make learning decision, facilitate goal setting, strategies selection, monitoring, self-regulation, reflection

• ICT: Learning Blog,

SCAFFOLDED TPACK LESSON DESIGN MODEL (STLDM)

Identify Instructional Goals

Analyze learners &

context

Identify learning objectives Subject Goals Consideration (CK)

What are the educationally and

developmentally sound attitudes, skills (higher-order thinking and process), and knowledge that students should learn for the subject matter?

TKTCK/TPCK

Can the topic be represented by technologies such that it becomes pedagogically more powerful?

Pedagogical Content Consideration (PCK)

What are learners’ difficulties in learning the topic? What are the usual misconceptions?

What are the strengths and

weaknesses for the existing ways of teaching the topic?

PCKTPCK

Could the existing PCK be enhanced with technology?

Design Decision

Articulate learners’ appropriate objectives and arrange the list of objectives starting from the

cognitively most challenging (i.e.

Higher order thinking) objectives

Stage 1

Plan Instructional and Learning Activities

Choose relevant technologies / Develop

ICT-based resource

Develop assessment:

Formative & Summative PK

What are the specific 21^st century learning practices (reflective learning, collaborative learning, authentic problem solving, active and

constructive learning etc.) that can be integrated? What are the possible problems and necessary supports for students to engage in the learning practices?

TPK

What are some good practices associated with the chosen technologies?

Any consideration for cyberwellness issue?

Any good ICT tools for assessing emerging understanding?

TCK

How do subject matter experts use technology to represent and make meaning of the topic?

TPACK-resources

Are there existing good quality online resources already created ?

Stage 2 Design Decision

• Selection of student-centric teaching and learning activities supported by technologies

• Determination of means to assess students’ learning processes and learning outcomes

• Craft evaluation rubrics for the digital artifacts created by students

Scaffolded TPACK Lesson Design Model (STLDM)

Stage 2

REFLECT, IMPLEMENT AND REVISE

• Does the pedagogical design make sense after the complete draft is out? How does it qualify as contributing to meaningful learning?

• Are the various activities logically connected and building on each other?

• Any implementation challenges?

• Implementation, reflection in action

• Revise based on reflection in action and other thoughts

SEM SUPPORT

OTHER FINDINGS

OTHER FINDINGS

STEMQUEST

• Google site as a mediating collaborative artefacts to coordinate interdisciplinary discussion and decision

• Meaningful 21 ^st century constructionist learning (Howland, Jonassen & Marra, 2014): Authentic, Active, Collaborative, Constructive, Intentionally self-directed

• Critical, creative, problem solving

HANDS-ON ACTIVITIES

• Creating STEMQuest (Page by page explanation)

• https://sites.google.com/view/making-a-musical-instrument/home (3D printing/making)

• https://sites.google.com/view/stemlessonideaforco-design/1-introduction (micro:bit)

• I will talk you through page by page what they are for first (tahan dulu!)

BREAKOUT ROOM TASKS

• Decide who is hosting the site, duplicate a site with a unique name.

• Add all members and me (ICTChai12@gmail.com) as Editor so that everyone can edit the site

• Once done, everyone will go to site.google.com and open the

site

STEP 1

STEP 2

Click

and

Add

Gmail

herer

Demonstration of how to duplicate a site, you will then duplicate a site in the breakout room

DECIDE THE THEME (TOGETHER) (20 MINUTES)

• Discuss among yourself what would you like to get your students to make (you are going through the process more or less like your

students)

• Decide which level of students, instructional objectives, students’

characteristics etc.

• Change Introduction and Design Challenge together

• Decide who to edit which page based on STEAM (If only STEM, one

member will do evaluation rubrics and personal reflection)

WITHIN PAGE EDITING (DEMO) (20 MINUTES)

• Change the background of the banner

• Change the background of the main text

• Change text size

• Insert webpages and youtube video

• Insert a Google Doc/Slides/forms that students can duplicate

• Insert a page, delete the page, preview a page

GROUP PRESENTATION (2 GROUPS 5 MINS)

A CASE STUDY: INDONESIAN PRE-

SERVICE TEACHERS’ EXPERIENCES IN STEM-TPACK DESIGN-BASED

LEARNING

CHAI (CUHK) & YULI (UNJ)

TPACK-STEM LEARNING WEBSITES (EPISTEMIC ARTEFACT)

Explore the sites

Duplicate create and

Present critique and Refine

ready and Enact

refine and

Design-based learning

TPACK-STEM TPD

• Multidisciplinary team (engineering education, computer education, school

education)

• Equitable

representation

acceptable to all

team members

1. HOW DID THE PRESERVICE TEACHERS EXPERIENCE STEM-TPACK TPD?

2. IS THERE SIGNIFICANCE DIFFERENCES IN THEIR EFFICACY?

RESEARCH QUESTIONS

Paired Samples Statistics

Mean Std. Deviation SE Mean T-test

Pair 1

MnpoTPSK 5.4485 .63252 .11011 6.24***

MnpreTPSK 4.1333 1.13541 .19765

Pair 2

MnpoTPEK 5.2071 .71447 .12437 6.16***

MnpreTPEK 4.0657 1.00945 .17572

Pair 3

MnpoTPMK 5.3141 .85452 .14875 5.36***

MnpreTPMK 4.1919 .94843 .16510

Pair 4

MnpoiSTEM 5.5076 .68603 .11942 7.30***

MnpreiSTEM 3.9697 1.31065 .22815

DESIGN TALK

• Student 1 I think the green building can be related to the topic in Biology.

We learn about the plant that can absorb the pollutant and the insect as the indicator of pollution.

• Student 2 It is also related to chemistry concepts in pollutant substances.

However, how to integrate with engineering and technology in students’

learning?

• Student 3 Ehm…I am thinking of using the software in design the building, we have that subject in engineering

• Student 2 But, we don’t have that subject related in secondary school

• Student 3 We can implement it in vocational school

DISCUSSION

• The design of STEMQuest that we have designed, mediated by the learning website was seen as a meaningful design task that helps the preservice teachers to negotiate the integration of multidisciplinary knowledge into interdisciplinary STEM project with acceptable representation of individual subject

• It facilitates the teachers to use their respective TPACK and their technological content knowledge (TCK) to contribute to the interdisciplinary STEM project

• The teachers gain knowledge and skills to work with other disciplines  grow in

epistemic fluency

EPISTEMIC FLUENCY ( MARKAUSKAITE

& GOODYEAR, 2017)

• Is about being a productive member in multidisciplinary knowledge work that creates innovative solutions to complex real world problem

• It requires different ways of knowing and using different knowledge resources and working with different professionals

• Cultivating epistemic fluency is a key aims for today educators

• But How to build people in multidisciplinary context in learning, knowing,

relating and acting which are intertwined?

FUTURE RESEARCH

• Evaluation of the websites to promote excellence in pedagogical design

• Analysis of design talk to examine the design challenges that emerged and how equitable representation is

achieved