Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students’ content understanding and development of skills. The purpose of this qualitative study is to highlight active teachers’ PBL practices and their perceptions of the advantages and challenges of implementing PBL to better promote the implementation of PBL in teacher education programs and in integrated science education. This study consisted of two parts: (1) a qualitative-led survey and (2) a case study. First, the data for the survey was collected from January to March 2017 through an online reporting form of an international StarT programme. This programme supports the implementation of interdisciplinary and collaborative PBL in science, mathematics and technology education. 244 teachers from early childhood education to upper secondary school participated from 28 countries. Second, 12 PBL units reported by the teachers were chosen for a case study. The teachers exploited PBL practices that were theme- and inquiry-based, collaborative and engaging to students. However, closer inspection revealed variation and defects in the practices particularly in relation to assessment, using reflection and student-centred approach. In addition, teachers reported several challenges relating to the implementation of PBL. The results indicate that teachers see PBL as beneficial but need support with the implementation. Science teachers’ pedagogical competence in PBL could be promoted through collaborative learning in which students, teachers and other participants are learning from each other.
To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.
We describe a master’s level chemistry education course that was designed to support STEM education by strengthening the E component with an engineering approach. Engineering approach is a method of conducting projects systematically similar to professional engineers. In the course, the future chemistry teachers were given the task of building a measurement instrument using a single-board computer (SBC). In addition to course description, we present a pilot study, the aim of which was to explore the opportunities and challenges the engineering approach initiates with pre-service chemistry teachers trying to accomplish a SBC-based open engineering project. The study employed a qualitative research approach, using the course as the data collection platform. The collected data was analyzed using an inductive content analysis. The data analysis shows that an open SBC project is a good platform for learning and teaching future chemistry teachers about chemistry-driven STEM education, but it is very challenging to conduct. The main conclusion is that the engineering approach is a practical solution for strengthening the engineering in STEM education. To generalize these findings to a wider context, we suggest further research to improve the course using this study’s results and re-evaluate the approach in a new instance of the course.
Abstrakti Kevään 2013 Kemian opetuksen keskeiset alueet II -kurssin opiskelijat perehtyivät keskeisten kemian käsitteiden historiaan ja tutkimustietoon historian käytöstä kemian opetuksessa.Kirjallisuuteen perehtymisen pohjalta he kehittivät materiaalia kemian opetukseen yläkoulussa ja lukiossa. Materiaaleissa historiallista lähestymistapaa käytetään kemian käsitteiden ja ilmiöiden opettamisen lisäksi myös käsittelemään kemian luonnetta luonnontieteenä. Alla olevissa artikkeleissa opiskelijat esittävät teoreettista taustaa historialliselle lähestymistavalle ja esittelevät kehittämäänsä materiaaliin liittyvää historiaa. Valmiit opetusmateriaalit löytyvät Kemian opetuksen keskuksen KEMMA:n sivuilta osoitteesta http://www.luma.fi/kemma.
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