TY - JOUR
T1 - Exploring teachers’ epistemological framing through classroom discourse in 6E-STEM classes
T2 - From perception to practice
AU - Khuyen, Nguyen Thi To
AU - Bien, Nguyen Van
AU - Chang, Yueh Hsia
AU - Lin, Pei Ling
AU - Chang, Chun Yen
N1 - Publisher Copyright:
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2024
Y1 - 2024
N2 - This study investigated teachers’ enactments in 6E-STEM implementation with technology integration. Teachers’ professional development utilized coaching and examining teaching and learning as strategies. Coaches trained three Vietnamese teachers for content, pedagogical content, and technological pedagogical knowledge through intensive STEM curriculum examples. Basic electrical engineering and application of technology for science learning curriculum was designed in 6E instructional model. In addition, CloudClassRoom was integrated with the curriculum to record students’ performance. After coaching, three teachers had practical teaching with 107 students in junior high schools. Each class was implemented in three classes. Examining teaching and learning was conducted to investigate teachers’ epistemological framing in teaching 6E-STEM. Classroom videotapes, and teachers’ responses to interviews were analyzed by NVivo. The key results show that delivering an artifact was a function of teachers’ framings in STEM teaching. However, teachers desired students to provide engineering knowledge, socialize scientific explanations, or develop students’ creativities depending on the individual.
AB - This study investigated teachers’ enactments in 6E-STEM implementation with technology integration. Teachers’ professional development utilized coaching and examining teaching and learning as strategies. Coaches trained three Vietnamese teachers for content, pedagogical content, and technological pedagogical knowledge through intensive STEM curriculum examples. Basic electrical engineering and application of technology for science learning curriculum was designed in 6E instructional model. In addition, CloudClassRoom was integrated with the curriculum to record students’ performance. After coaching, three teachers had practical teaching with 107 students in junior high schools. Each class was implemented in three classes. Examining teaching and learning was conducted to investigate teachers’ epistemological framing in teaching 6E-STEM. Classroom videotapes, and teachers’ responses to interviews were analyzed by NVivo. The key results show that delivering an artifact was a function of teachers’ framings in STEM teaching. However, teachers desired students to provide engineering knowledge, socialize scientific explanations, or develop students’ creativities depending on the individual.
KW - 6E model
KW - discourse
KW - teachers’ epistemological framing
UR - https://www.scopus.com/pages/publications/85203967619
UR - https://www.scopus.com/pages/publications/85203967619#tab=citedBy
U2 - 10.29333/ejmste/15023
DO - 10.29333/ejmste/15023
M3 - Article
AN - SCOPUS:85203967619
SN - 1305-8215
VL - 20
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 9
M1 - em2501
ER -