A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions

Wong, Joseph T.; Bui, Nu N.; Fields, Damani T.; Hughes, Bradley S.

doi:10.1080/1046560x.2022.2112552

Cited by 20 publications

(23 citation statements)

References 80 publications

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“…A promising and emerging framework for online learning includes learning experience design (LXD). LXD is the process of creating learning environments to foster learning in a human-centered, goal-orientated method [4] , [27] , [41] , [153] . Floor [41] defines the five fundamentals of LXD as human-centered, goal-oriented, based upon a theory of learning, including learning through practice, and being heavily interdisciplinary.…”

Section: Discussionmentioning

confidence: 99%

“…Drawing on the theoretical perspectives of mind-wandering, instructors might consider instances in which students' self-efficacy can be promoted, such as providing feedback and providing sufficient source examples for students to develop confidence in their online learning capabilities [1 , 12 , 96 , 154] . This feedback may occur synchronously online with the use of real-time live polling that may aid in students' engagement and reduce instances of mind-wandering while learning [110] .…”

Section: Discussionmentioning

confidence: 99%

“…This feedback may occur synchronously online with the use of real-time live polling that may aid in students' engagement and reduce instances of mind-wandering while learning [110] . This feedback might also occur asynchronously with weekly feedback provided by the instructional team on weekly assignments, assessments or projects [154] . Furthermore, by implementing a needs assessment or pre-course survey, the instructor might assess early on what students value and how students are feeling about the course.…”

Section: Discussionmentioning

confidence: 99%

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Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Wong

Mesghina

Chen

et al. 2023

Computers and Education Open

Self Cite

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“…Studies have found positive impacts of sustained teacher professional learning in STEAM on participating teachers and their students (Thompson et al, 2018;Quigley et al, 2019;Conradty and Bogner, 2020;Wong et al, 2023). A study of intensive STEAM interventions suggests that STEAM can have positive effects on teachers and the classroom environment when teachers have ample, ongoing support (Thompson et al, 2018).…”

Section: Steam Professional Developmentmentioning

confidence: 99%

Exploring teachers' understanding and implementation of STEAM: one size does not fit all

Boice,

Alemdar,

Jackson

et al. 2024

Front. Educ.

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IntroductionIn recent years, STEAM (science, technology, engineering, arts, and math) education has become an increasingly popular tool to promote student learning and engagement across disciplines. However, researchers and practitioners continue to note the lack of clarity around definitions of STEAM, its intended purpose, and the nature of discipline integration. In this paper, we explore teachers' understandings and implementation of STEAM as they participated in a teacher professional learning program.MethodsUsing a mixed-methods approach, we analyzed data from 4 years of program implementation with K-12 teachers across multiple schools and districts (n = 61).ResultsParticipants' understanding of STEAM was deepened through their involvement in the professional learning program, with many reflecting on their initial, often shallow, (mis)conceptualizations of STEAM. Using an integration continuum developed by the authors, we identified ways in which integration varied across the STEAM lessons teachers developed, contextualizing these findings within the changing educational landscape of the COVID-19 pandemic, as teachers transitioned between remote, hybrid, and in-person instruction. Participants shared their reflections on the personal, professional, and contextual factors that supported and hindered successful STEAM integration.DiscussionWe found that, when provided with sustained, collaborative pedagogical and material support, teachers could successfully improve their understanding of STEAM and implement STEAM lessons tailored to their grade-level and disciplinary context. Our findings reinforce that teachers need support, autonomy, and flexibility to adopt an approach to STEAM integration that best fits their classroom and school context. We discuss the implications of these findings for researchers and practitioners working to provide effective STEAM teacher professional learning.

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“…Mesmo onde as escolas tentaram manter o ensino usando a aprendizagem remota, a divisão socioeconómica foi perpetuada. Nos Estados Unidos, os programas presenciais em larga escala aplicados são caros e "exigem recursos humanos consistentes sendo a sua sustentabilidade questionável, especialmente após uma pandemia e as consequências económicas subsequentes resultantes da suspensão do ensino presencial" (Wong et al, 2022). Wildman (2022) diz que os estudantes americanos estavam em média cinco meses atrasados em matemática e quatro meses atrasados em leitura até ao final do ano letivo de 2020-21.…”

Section: Ampliando a Lacuna De Conquistas Futurasunclassified

O Impacto da pandemia na aprendizagem dos estudantes: Um ensaio sobre o futuro do ensino superior

Santos

2023

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A pandemia da COVID-19 forçou uma mudança na aprendizagem remota e presencial da noite para o dia para a maioria dos alunos do ensino superior, a partir da primavera de 2020. Para complementar as videoaulas e envolver os alunos numa sala de aula virtual, os professores adotaram tecnologias que permitiram mais interatividade e modelos híbridos de ensino online e atividades presenciais. Essas ferramentas mudaram a metodologia, o ensino e a avaliação de feições que podem persistir após a pandemia e eventuais epidemias. Para se envolverem de uma forma mais eficaz com os alunos, as instituições de ensino superior terão de se concentrar em oito dimensões da experiência de aprendizagem. Nesta análise descrevemos os resultados de um estudo das tecnologias de aprendizagem que podem possibilitar aspetos de várias dessas oito dimensões da experiência de aprendizagem online. Existe a necessidade urgente de reeducar as próximas gerações de alunos com ferramentas digitais e fazer uso de práticas e competências digitais. A educação em Comportamento Educacional (CE) é difundida em todo o mundo. Existe algum consenso no campo sobre quais os construtos a medir. Foi determinado no estudo a existência de padrões ou princípios seguidos para o esboço da avaliação e atividades presenciais nos vários níveis de ensino. Essas ferramentas mudaram a aprendizagem, o ensino e a avaliação de maneiras que podem persistir após a pandemia. Ter filhos em idade jovem, adolescente e adulta e no ensino deu para constatar o impacto da pandemia na aprendizagem e no bem-estar dos alunos e dos agregados familiares, professores, responsáveis escolares e comunidades académicas inteiras. Estudantes de todo o mundo estão, em média, oito meses atrasados em relação ao que estariam se não fosse a pandemia. Até 2040, os alunos com o curso superior inacabado devido ao COVID-19 podem custar à economia global US$ 1,6 trilião. Então, qual é o caminho a seguir para os sistemas escolares?

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A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions

Cited by 20 publications

References 80 publications

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Exploring teachers' understanding and implementation of STEAM: one size does not fit all

O Impacto da pandemia na aprendizagem dos estudantes: Um ensaio sobre o futuro do ensino superior

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