STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era

Tsakeni, Maria

doi:10.46303/jcve.2022.11

Cited by 8 publications

(5 citation statements)

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“…Often referred to as 'laboratory work,' practical work involves various hands-on activities used by teachers in teaching science at both primary and secondary school levels (Akuma & Callaghan, 2019a;Akuma & Gaigher, 2021;Gericke et al, 2023;Kaindume, 2018;Ndoro, 2017;Ntawuhiganayo & Nsanganwimana).Various definitions of practical work have been identified in various studies, even though there had not been a proper definition of science practical work in literature for about a century. Some believe that practical work comprises learners engaging in hands-on experimentation in a laboratory or classroom, while others believe that practical work entails learners engaging in laboratory work or experiments as part of a teaching demonstration (Akuma & Callaghan, 2019a;Akuma & Gaigher, 2021;Tsakeni, 2022;Wei et al, 2019).…”

Section: Science Practical Workmentioning

confidence: 99%

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

Shivolo

2024

AQUADEMIA

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This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education.

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Section: Science Practical Workmentioning

confidence: 99%

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

Shivolo

2024

AQUADEMIA

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“…Researchers have shown that the STEM educational approach has fallen short of its expectations, as there is still a shortage of STEM graduates and professionals (Hillman et al, 2016;Tsakeni, 2022). Moreover, the number of learners choosing STEM careers is declining when the demand for people to fill scientific positions is rapidly increasing (Hillman et al, 2016).…”

Section: The Stem Educational Approachmentioning

confidence: 99%

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

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“…Moore et al (2020) indicated that the facilitation of science practical work can be conducted by teacher demonstrations that are live-streamed or video-recorded, other videos that can be accessed online, and textbooks. Tsakeni (2022), after conducting a systematic review of literature, suggested five instructional strategies to facilitate practical work remotely in science, technology, engineering, and mathematics (STEM) disciplines. The five strategies are: (i) practical work in virtual reality environments, (ii) practical work in remote laboratories, (iii) practical work in augmented reality environments, (iv) the use of take-home do-it-yourself (DIY) practical work kits, and (v) the use of educational robotics to teach practical work.…”

Section: Use Of Technologies To Prepare Preservice Teachersmentioning

confidence: 99%

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Tsakeni

2023

JCSR

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Science practical work is renowned for providing authentic environments for science learning in ways that reduce the abstractness of concepts. Significant resources are used to provide facilities such as laboratories to ensure that practical work is implemented in science learning. Practical work is important for primary preservice science teachers, who in turn will implement the instructional strategy in their future classrooms. The rise in remote learning has prompted researchers and instructors to reimagine ways of facilitating practical work in ways that involve human-machine interactions in significant ways. This study used an interpretive paradigm and an explorative single-case-study design to explore primary preservice science teachers’ perceptions of conducting practical work in remote learning environments. A framework based on the Internet of Things- (IoT) enabled tools was used to mediate the understanding of the study findings. Data were collected from 25 preservice teachers by means of experiment reports and observation of practical work activities. The findings of the study showed that in the absence of proper systems for conducting practical work remotely and limited internet connectivity, the participating preservice teachers used internet searches to inform them of how to conduct experiments using household materials. The experiment reports comprised experiment demonstrations developed through the use of filmmaking applications, cloud computing tools, and social media collaborations. The paper makes recommendations to expand preservice teachers’ technological competencies to include the use of virtual laboratories to conduct practical work in remote learning environments.

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STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era

Cited by 8 publications

References 0 publications

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

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