Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

Abstract

This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

A Study of Disposition, Engagement, Efficacy, and Vitality of Teachers in Designing Science, Technology, Engineering, and Mathematics Education

“…Teacher efficacy for designing STEM e-learning denotes the beliefs of teachers about their ability to design and has reciprocal relations in goal-directed STEM activities (Lent and Brown, 2006 ). Studies have also reported that the engagement of teachers in design activities influences their self-efficacy beliefs (Salanova et al, 2011 ; Simbula et al, 2011 ; Chai et al, 2020 ). In this study, the teachers were engaged in professional development.…”

“…Successful implementation of STEM curriculum depends on the attitudes of teachers toward the undertaking of the necessitated design work (i.e., disposition toward design) (Kerr, 1981 ; Bell, 2016 ; Al Salami et al, 2017 ). The positive attitude of teachers toward designing instruction beyond their disciplines determines their engagement in the instructional design process (i.e., lesson design engagement) (Chai and Koh, 2017 ) and their efficacy to integrate relevant engineering and technological concepts into science and mathematics curriculum (i.e., efficacy for designing STEM learning) (Chai et al, 2020 ). Chai et al ( 2020 ) have indicated that designing technology-enhanced instruction for a single subject alone is a challenging task.…”

“…The positive attitude of teachers toward designing instruction beyond their disciplines determines their engagement in the instructional design process (i.e., lesson design engagement) (Chai and Koh, 2017 ) and their efficacy to integrate relevant engineering and technological concepts into science and mathematics curriculum (i.e., efficacy for designing STEM learning) (Chai et al, 2020 ). Chai et al ( 2020 ) have indicated that designing technology-enhanced instruction for a single subject alone is a challenging task. Developing interdisciplinary lessons with technologies possesses a higher level of challenge.…”

“…Pedagogically, STEM education is not merely a combination of the four disciplines of STEM. Instead, current STEM lessons usually present design challenges, situations, and tasks that require students to use knowledge and skills to solve real-world problems from multidisciplinary perspectives (Feinstein and Kirchgasler, 2015 ; Chai et al, 2020 ). However, conventionally, these four disciplines have been taught in isolation.…”

“…Nonetheless, in order to promote integrated understanding and improve the creativity and problem-solving ability of students, Hong Kong has launched an integrative STEM pedagogical framework (Education Bureau, 2016 ; Chen and Lo, 2019 ; Leung, 2020 ). The newly established curriculum framework will only be fruitful if teachers are willing to be engaged in the continuous effort needed for the design and refinement of STEM curricula (Chai et al, 2020 ).…”