Electricity, as a topic in Physics, continues to be widely regarded by students as difficult and therefore unattractive. Goes beyond traditional lectures with abstract circuit diagram and terminologies, this tsudy proposed to use home electricity in household, promoting students' interest and understanding. It is well known that, even with hand-on experience, knowledge is constructed upon existing metaphors during the learning process, and deeper and comprehensive understanding is only possible when the learning is constructive. In addition, school science has traditionally been built around well-defined problems and delivered separately. As most real-world problems are ill-defined and their solutions depend on the integration of multiple disciplinary, this study proposes to implement the notion of STEM in the teaching and engage them in understanding their daily-life issues, home electricity. That is, this study proposes to use home electricity around students' daily life as the topic for explorative learning and guide them through STEM integrative instruction to access the basic knowledge about electricity and engineering. The proposal aims to not only promote students' understanding of electricity but also improve their attitude toward engineering. During the initial phase of discussion and reflection, this study focus on how to train in-service teachers to adopt the proposed pedagogies in the high school teaching. Through acquiring in-service teachers’ response, the feasibility and challenges of the proposed learning designs will be revealed. Hence, a series of teachers training were held and their response were collected to serve as the qualitative and quantitative data sources. In addition, a STEM attitude inventory was developed for the preparation in understanding high school students’ attitude toward and preference over the STEM study and career pursuit after receiving the proposed teaching. The results of the study found that in terms of practical teaching, teachers believe that the characteristics of hands-on learning are "like scientific experiments", "time-consuming", "equipment is easy to damage or waste materials", and "learning content and elements suitable for students’ cognitive training" and "teachers need to be trained in how to teach." It implicitly indicated that in-service teachers still focus on technical training and building physical artifacts in STEM education. However, the positive sign was that there are still a few teachers who agree with Kolb's theory and believe that hands-on practice requires reflection on "what to do" and "why to do it." Therefore, in the promotion of STEM education based on the proposed teaching of household electricity, it is indeed necessary to change teachers' teaching concepts and attitudes towards such learning designs.
|Effective start/end date||2018/08/01 → 2020/10/31|
- STEM education
- electricity and electric circuit
- integrative instruction
- technology and engineering education
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