Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

Vossen, T.E.; Henze, Ineke; Vries, Marc J. de; Driel, Jan van

doi:10.1007/s10798-019-09507-7

Cited by 38 publications

(29 citation statements)

References 52 publications

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“…Magnusson, Krajcik, & Borko, 1999). In other studies into teachers' ideas in design-education contexts, using these four pedagogical elements indeed provided insight in teachers' pedagogical ideas (Rahimi, Barendsen, & Henze, 2016;Vossen, Henze, De Vries, & Van Driel, 2019).…”

Section: Teacher Pedagogical Ideasmentioning

confidence: 88%

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

Stammes

Henze

Barendsen

et al. 2020

International Journal of Science Education

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Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design's potential for learning, little is known about their views on teaching and learning regarding design. To reduce this gap in literature, we explored chemistry teachers' pedagogical ideas in the context of a Dutch professional learning community on design in chemistry education. We elicited teachers' ideas through semi-structured interviews and lesson forms which teachers kept while implementing a design project. Multiple patterns emerged through analysing teachers' ideas. We found that the teachers did not see teaching design as a goal of chemistry education. Instead, teachers valued design as a teaching approach to engage students in applying chemistry concepts, in developing soft skills, and in applying or developing research practices. In this paper, we present more patterns in teachers' ideas, and discuss possible explanations of these findings in depth. Finally, we give suggestions for future research, and teacher professional development that may help support a change to bring design into chemistry education.

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Section: Teacher Pedagogical Ideasmentioning

confidence: 88%

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

Stammes

Henze

Barendsen

et al. 2020

International Journal of Science Education

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“…"Several authors increasingly see professional teacher development as a process comprised not only of initial training and continuing education, but also of peer input and personal reflexivity in other personal or professional situations" (Daele and Charlier, 2006, p. 90). In the face of such challenges, practice-based communities (Chanier and Cartier, 2006;Lave and Wenger, 1991), professional learning communities Although such complex methods (Vossen et al, 2019) can be widely found in different forms, some authors have nonetheless attempted to define their invariable attributes. Thus, for example, according to Bielaczyc and Collins (1999), eight dimensions must be present to create a productive learning community: a common and shared goal; meaningful activities; an instructor who acts as a guide/group leader; participants who are seen as resources; who are occasionally put at the centre of the activity; a message that is geared toward co-building; a shared subject of knowledge; and artifacts that are created collaboratively.…”

Section: The Learning Community As Training Methodsmentioning

confidence: 99%

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Potvin¹,

Hasni²,

Sy³

2020

Journal of Research in Science, Mathematics and Technology Educ

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This article presents the results of a quasi-experimental research that has been conducted by the (Infrastructure of the authors) for two years. This research aimed at increasing student's interest for science and technology (ST) by enhanced pedagogical interventions, designed by their teachers in the context of a learning community. It also aimed at measuring this possible increase. Results show that three of the four intervention types (scientific inquiry, context-based and project-based learning) had positive effects of various strengths on students' interest, but that collaborative teaching did not. Hypotheses to explain these results and recommendations are formulated.

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“…Retrieving information from other fields related to the area in which the design problem is positioned Examine which research or design methods to apply FUN_DforR Design can enhance a research project when there is a 'need to do': for example, by designing an experimental setup. (Kolodner et al 2003;Vossen et al 2019).…”

Section: Conflict Of Interestmentioning

confidence: 99%

“…As students do not always conduct research activities during a design project themselves, it is the role of the teacher to guide students through the design process and ensure the design decisions made are of sufficient quality, which can be enhanced by research activities. However, teachers of STEM subjects are usually not experienced designers themselves (Banilower et al 2013;Vossen et al 2019). Teaching design can pose problems for teachers, and this can lead to design not being used to maximum pedagogical advantage in the classroom (Burghardt and Hacker 2004).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Scholars have suggested that students' tendency to treat a design project as a sequence of linear steps, without interference of scientific methods, indicates that they view the design problems as well-defined instead of ill-structured (Christensen et al 2018). The STEM teachers that are expected to guide students through complex design projects, often have very little experience in combining research and design activities themselves (Love and Wells 2018;Vossen et al 2019). We do not know which functions of research for design they recognize, nor how they act upon this knowledge in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Vossen

Tigelaar

Henze

et al. 2019

Int J Technol Des Educ

Self Cite

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Technological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the quality of their design decisions and to rise above a mere trial-and-error approach to designing. There are many functions of research within the design process, for example theoretical research, user research, or testing a prototype. In this study, we aimed to examine student and teacher perceptions of the functions of research in the context of a design-oriented STEM module in Dutch secondary education. To do so, we first examined in what ways students and teachers who conducted or respectively taught the STEM module recognized functions of research within design. We also looked at the value students attributed to these functions, and how teachers described their facilitation of the functions of research within design. During the STEM module, students conducted a design project related to an authentic problem in biomedical technology, while using research activities to support their design decisions. Results from student focus groups and teacher interviews showed that they recognized several ways in which research activities contribute to a design process. Students valued the functions of research within design as important for the end product, although some students preferred to skip research and start building their design right away. Some teachers employed strategies to ensure students learned to do research steps, for example by a reverse design exercise. The results from this study raise the question whether all students should apply research activities in the same order during a design process, since different students seem to prefer different ways of designing. A design-oriented STEM module like this one is an appropriate way to start showing students the functions of research within design, however differentiation between different students' preferences could possibly enhance this learning process.

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Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

Cited by 38 publications

References 52 publications

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

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