NIE Learning Space: Physical and Virtual Learning Environment

Divaharan, Shanti; Wong, Philip; Tan, Ashley

doi:10.1007/978-981-10-3386-5_14

Cited by 2 publications

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“…The RASE (Resource, Evaluation, Support and Evaluation) learning design framework is built on the concept that resources are insufficient for the full achievement of learning outcomes (Churchill et al, 2016), as seen in Figure 1, and that activity, support and evaluation are critical for teachers to ensure that learning outcomes are achieved. The RASE framework builds upon theoretical concepts such as constructivist learning environments (Jonassen and Henning, 1999), problem solving (Jonassen, 2000), engaged learning (Dwyer et al, 1985(Dwyer et al, -1998, problem based learning (Savery and Duffy, 1995), rich environments for active learning (Grabinger, 1996), technology based learning environments (Vosniadou, 1995), interactive learning environments (Harper and Hedberg, 1997;Oliver, 1999), collaborative knowledge building (Bereiter and Scardamalia, 2003), Quest Atlantis (Barab et al, 2005), situated learning (Brown et al, 1989), MicroLessons (Divaharan and Wong, 2003;Churchill, 2006), and WebQuest (Dodge, 1995). It is critical to understand how teachers use and implement the learning design model in the STEM classroom to support them in teaching outside their area(s) of expertise.…”

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STEM Teachers’ Private Theories and Their Learning Design in International Schools in Hong Kong

Bradley,

Churchill

2023

European Journal of STEM Education

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This paper reports on the study of private theories of Science, Technology, Engineering and Technology (“STEM”) teachers and their learning design practices at International Schools in Hong Kong. The literature emphasises that teachers are the key to successfully implementing STEM education. However, most are unprepared and ill-equipped for the task of preparing students for a sound STEM education. Teachers’ thinking is critical for their learning design, decision-making and implementation of STEM. This decision-making is underpinned by a set of private theories. Using the methodology of a qualitative multi-case study, this research focuses on five participants teaching STEM in International Schools in Hong Kong. The private theories of the cases were identified and observed for any change with the use of a learning design model for STEM education. The learning design is introduced using a novel methodology of intervention. An observable change occurs in the majority of cases after the intervention, however certain private theories remained an obstacle to the effective implementation of STEM education. To overcome the remaining private theories in effective implementation of STEM education, the study proposes a novel framework incorporating both learning design and collaboration to mediate teachers’ thinking in the context of STEM learning design.

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