You are here:

Pre-service and In-service Elementary Teachers’ Teaching Plans of Design-based STEM Instruction
PROCEEDING

, , , , National Pingtung University, Taiwan

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this study was to explore pre-service and in-service elementary teachers’ teaching plans for integrating design-based instruction after participating in a STEM preparation/professional development course. Thirteen pre-service and 24 in-service groups of elementary teachers’ teaching plans were collected and analyzed with features of engineering design. The findings revealed that some pre-service and most in-service elementary teachers aligned their plans with indicators and incorporated engineering practices into their lessons. Teachers, who were used to direct instruction and hand-on activities, raised problems and asked students to follow the fixed procedure to complete their tasks. In-service teachers gave more opportunities for their students to apply concepts that had already learned in science classes, along with appropriate use of fabrication skills or technology for creative making than pre-service teachers did. The results provided insight into the content of teachers’ plans for teachers who are attempting to integrate STEM curriculum into their classrooms. Potential suggestions are provided.

Citation

Lin, S.W., Hsie, W.C., Lee, Y.T. & Huang, Y.C. (2019). Pre-service and In-service Elementary Teachers’ Teaching Plans of Design-based STEM Instruction. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 639-643). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 16, 2019 from .