The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance

Wahono, Bevo; Hariyadi, Slamet; Subiantoro, Agung Wijaya

doi:10.29333/ejmste/12647

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…STEM is not as difficult as teachers may perceive. Increasing teachers' knowledge in implementing STEM can be achieved through online professional development training for STEM teachers (STEM-TPD) using the DECODE model (Wahono et al, 2022).…”

Section: R13mentioning

confidence: 99%

The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School

2023

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Each student in the class has different abilities, readiness, and interests in learning. As the provider of materials and as a facilitator, the teacher must be able to adapt to curriculum changes, including enhancing students' creative thinking skills through differentiated and integrated STEM learning in the subject of ecology for grade 7 in junior high school. This research aims to analyze the readiness of science teachers to implement differentiated and integrated STEM learning in the “merdeka” curriculum of junior high school. The analytical method used is quantitative descriptive, employing a semi-open questionnaire consisting of 16 questions. The research subjects are 15 science teachers of grade 7 in junior high schools in Besuki. The questionnaire analysis results show that 66.7% of the teachers have implemented differentiated learning under the principles of the merdeka curriculum. However, they face several constraints, such as time, learning resources, facilities, infrastructure, and lack of training and experience teaching differentiated learning. 33.3% of science teachers who have integrated STEM into the ecology subject also encounter constraints such as time, availability of electricity, availability of materials, internet connection, and lack of training. 0% of science teachers have not yet used differentiated STEM-integrated ecology modules. Thus, 100% of the teachers agree with the development of differentiated STEM-integrated ecology modules, as teachers need learning media that can assist in implementing differentiated STEM-integrated learning.

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Section: R13mentioning

confidence: 99%

The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School

2023

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“…Recent years have seen the emergence of groundbreaking frameworks like DECODE (Cheng et al, 2022;Wahono et al, 2022) model, which aims to increase teachers' teaching competency. This model surpasses more traditional methods by combining a theoretical understanding of education with hands-on experience and self-reflection.…”

Section: Introductionmentioning

confidence: 99%

DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers

Rajasekaran,

Sreedevi,

Chang

2024

EURASIA J Math Sci Tech Ed

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This study examines DECODE model and academic resilience to improve pre-service teachers’ (PSTs) teaching abilities. Effective teaching in the changing context of education requires pedagogical skills and problem-solving. Teacher resilience is becoming more important to adapt and succeed in adversity. Development, inquiry, cooperation, observation, debate, and assessment make DECODE model a revolutionary teaching method. This study examines how DECODE adoption and academic resilience affect PSTs’ progress to influence teacher preparation and training. DECODE paradigm, instructional competence, and academic resilience are contextualized in this literature review. STEM-based workshop for 97 PSTs from various academic levels. Linked samples JAMOVI t-test examines academic resilience changes post-workshop. Both t-values and p-values (<0.05) show a statistically significant improvement in academic resilience. DECODE model improves participant scores for teaching competency statistically significantly. Teaching effectiveness and resilience are linked, emphasizing the necessity for thorough teacher preparation. Results show DECODE model and the training improve teaching skills and academic resilience.

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STEM professional development of early childhood teachers

Erol,

İvrendi

2024

Psychology in the Schools

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Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

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The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance

Cited by 4 publications

References 19 publications

The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School

The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School

DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers

STEM professional development of early childhood teachers

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