Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course

Abstract

The study adopted a sequential mixed-methods approach to investigate student teachers' learner agency in a teamwork setting at Qatar University. In the qualitative phase, a total of 10 student teachers enrolled in a course adopting a STEAM pedagogical approach participated in in-depth interviews. Qualitative analysis identified seven sources for practicing learner agency in teams. Using this data, the Learner Agency in Teamwork Settings survey was constructed. The survey was distributed to 108 student teachers taking the same course, which utilized an inquiry, problem solving, and digital-based learning design. Using exploratory and confirmatory factor analyses, four factors emerged, including: interest and motivation, teamwork self-efficacy, socio-cultural support, and team support. The findings have important educational implications for promoting student teachers' agency in similar educational contexts.

An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

“…This result confirms that even when instruction is well executed, regardless of the method, learning requires student effort and commitment. In this light, Chaaban et al (2021) and Nguyen et al (2021) stated that numerous teachers abandon innovative educational practices due to students' resistance to cooperation. The collaborative learning dimension of the STE(A) M-PBL was contradictorily valued by the teachers, reporting this aspect of the instruction to be beneficial for some students and not for others.…”

“…Sometimes teachers struggle to guide students in a meaningful way, as the latter may proceed freely eluding mathematics engagement (Diego-Mantecón et al, accepted). Chaaban et al (2021) and Nguyen et al (2021) stressed that many teachers abandon collaborative learning due to students' resistance to change, and the fact that it generates low levels of effort in some students. To avoid this issue, Diego-Mantecón et al (2021) proposed working in small groups under the KIKS (Kids Inspiring Kids for STEAM) format.…”

“…Content integration implies combining knowledge and skills from STE(A)M disciplines, with one discipline playing a dominant role (Martín-Páez et al, 2019). Three approaches to content integration are usually described: multidisciplinary (Conradty & Bogner, 2019;Kim, 2016), interdisciplinary (Chaaban et al, 2021) and transdisciplinary (Herro & Quigley, 2017;Quigley et al, 2020b). The multidisciplinary approach entails learning content separately in each discipline but within a common theme (English, 2016;Gresnigt et al, 2014).…”

“…According to Chu et al (2019), teamwork helps students to examine phenomena and to relate new knowledge to existing knowledge. It also provides opportunities for generating discussions, solving conflicts, and communicating openly (Chaaban et al, 2021).…”

Mathematical physics e-module: A study of students' perception based on gender

“…In general, everyone has different perceptions that are formed through family, close environment, media and educational institutions in order to achieve the desired goals. (Ayvaz-tuncel & Tuncel, 2019;Chaaban et al, 2021;Osadebe & Osadebe, 2020). In the learning process, gender can be an influential factor (Fitriani et al, 2019;Suyatna et al, 2018).…”