STEM Policy and practice3
Transcript of STEM Policy and practice3
FromPolicytoPractice:TheChallengesofImplementingIntergradedSTEMTeachingandLearninginThailand
AssociateProfessorChatreeFaikhamta,Ph.D.ScienceEducationDivision,FacultyofEducation
Kasetsart University
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Outline
STEMEducationPolicyinThailand
STEMTeachingApproach
ChallengesandFutureMovement
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qBorderedbyMyanmar,Laos,Cambodia,andMalaysia.
qNevercolonizedbyaEuropeanpower.
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qThemainreligionisBuddhism.qThegeneralcharacteristicsofThaipeoplearepeaceful,generous,haveconcernforothers,adheretothereligiousmoralteachingsandupholdtheinstitutionofthemonarchy.
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M.I.Y.O. FLUIDMAKE IT YOUR OWN FLUID
STEM+PBL PRESENTS
The Great Barrage Slope Building Incline Skyline Metal Arms
F-1 Number 1 I Believe Wings Can Fly
Shipping BusinessSubmerge Diving The Grand Ship
Surface CatwalkUnderwater LifestyleFashion Anti-Rain
SpeedyWorld
JourneyOver the
Ocean
EverydayStrikea Post
Work withEngineer
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Government
• Well-being• Innovation• Sustainable
development
Science curriculum
• Science is integrated with T, E and M
• STEM teaching approach
School
• STEM activity• STEM camp• STEM project
Recently,ThailandhasbegunencouragingthesupportofteacherstodevelopSTEMappropriateteachingpracticesviatheInstituteforthePromotionofTeachingScienceandTechnology(IPST)’sNationalCenterforSTEMeducationagencies.
IPST(2013):“anapproachthatintegratesscience,engineering,technology,andmathematics,withafocusonsolvingreal-lifeproblems,includingthedevelopmentofnewprocessesorproductsthatbenefithumanlifeandwork”
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• Inquiry• Scientific
literacyScience
• Engineering design process
• STEM literacy
STEM
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Scientific literacy (IPST, 2003)1. Understand principles and theories of basic science;2. Understand the boundaries, nature and limitations of
science;3. Use skills to inquiry about and explore science and
technology;4. Develop thinking processes and imagination, ability to
solve problems, and management, communicative and decision-making skills;
5. Realize the influence and effects of the relationships between science, technology, people and environment;
6. Use knowledge of science and technology to advance and everyday life; and,
7. Have scientific minds, morality, and values for using science and technology creatively.
What do students learn?
Science curriculum standards comprise 4 strands, covering the twelve years of basic education.1. Biological Science2. Physical Science 3. Earth, Astronomy and Space Science 4. Design and Technology
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TheSkillsNeededforthe21stCentury
1. CriticalThinkingandProblemSolving;2. CreativityandInnovation;3. Cross-culturalUnderstanding;4. Collaboration,TeamworkandLeadership;5. Communications,Information,MediaLiteracy;6. ComputingandICTLiteracy;7. CareerandLearningSkills.
1. Askingquestions(forscience)anddefiningproblems(forengineering)
2. Developingandusingmodels3. Planningandcarryingoutinvestigations4. Analyzingandinterpretingdata5. Usingmathematicsandcomputationalthinking6. Constructingexplanations(forscience)anddesigningsolutions(forengineering)
7. Engaginginargumentfromevidence8. Obtaining,evaluating,andcommunicatinginformation(NextGenerationScienceStandards,2013)
Learning outcomes
Science as Inquiry 1. Begin with observations and a question tha
t can be answered in a scientific way.2. Rely on evidence in attempting to answer t
he question. 3. Form an explanation to answer the questio
n based on the evidence collected. 4. Evaluate explanation. 5. Communicate and justify proposed explan
ations.
E-Engineering• Using mathematics and science to design
and produce technology• Need • Constraints• Design• Testing• Modify/Redesign• Making final design
Why STEM Topics are Interrelated: The Importance of Interdisciplinary Studies in K-12 Education (pdf) by David D.
Thornburg, PhD
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No. Description STEM Integrated Model
1Single-disciplinereference:STEMis ScienceorMathteachingapproach.
2
ReferenceforScienceandMath:STEMisScienceandMathteachingapproachthatmaybeormaybenotintegratedwithTechnologyandEngineering.
3
ScienceincorporatedwithTechnology,Engineering,and/orMath:STEMisateachingapproachthatScienceisacoreconceptandothersareminorcomponents.
4
Quartetofseparatediscipline:STEMisteachingofScienceTechnologyEngineeringandMathseparatelyandindependently.
S T E M
S
T
E
M
S MT E
S/M
Table 1 STEM integration perspectives modified from Bybee (2013)
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No Description STEM Integrated Model
5
Science and Math are connected by Technology and/or Engineering: STEM is Science and Math teaching approach that connected by concepts of Technology and Engineering.
6
Coordination across disciplines: STEM isteaching of Science Technology Engineering and Math separately with loose connection.
7
Combining two or three Disciplines:STEM is teaching approach that integrated a least two disciplines among Science, Technology, Engineering, and Math.
8Complementary overlapping across disciplines: STEM is teaching approach that teach Science Technology Engineering and Math together by referring to specific theme.
9
Transdisciplinary course or program:STEM is integrated teaching approach that mixed up all STEM disciplines homogeneously.
STEM
S T E M
S MT/E
S T E M
SES
E
Table 1 STEM integration perspectives modified from Bybee (2013)
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No. Description STEM Integrated Model
1Single-disciplinereference:STEMis ScienceorMathteachingapproach.
2
ReferenceforScienceandMath:STEMisScienceandMathteachingapproachthatmaybeormaybenotintegratedwithTechnologyandEngineering.
3
ScienceincorporatedwithTechnology,Engineering,and/orMath:STEMisateachingapproachthatScienceisacoreconceptandothersareminorcomponents.
4
Quartetofseparatediscipline:STEMisteachingofScienceTechnologyEngineeringandMathseparatelyandindependently.
S T E M
S
T
E
M
S MT E
S/M
Table 1 STEM integration perspectives modified from Bybee (2013)
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No Description STEM Integrated Model
5
Science and Math are connected by Technology and/or Engineering: STEM is Science and Math teaching approach that connected by concepts of Technology and Engineering.
6
Coordination across disciplines: STEM isteaching of Science Technology Engineering and Math separately with loose connection.
7
Combining two or three Disciplines:STEM is teaching approach that integrated a least two disciplines among Science, Technology, Engineering, and Math.
8Complementary overlapping across disciplines: STEM is teaching approach that teach Science Technology Engineering and Math together by referring to specific theme.
9
Transdisciplinary course or program:STEM is integrated teaching approach that mixed up all STEM disciplines homogeneously.
STEM
S T E M
S MT/E
S T E M
SES
E
Table 1 STEM integration perspectives modified from Bybee (2013)
1. focusonreal-worldissuesandproblems.2. areguidedbytheengineeringdesignprocess.3. immersestudentsinhands-oninquiryand
open-endedexploration.4. involvestudentsinproductiveteamwork.5. applyrigorousmathandsciencecontentyour
studentsarelearning.6. allowformultiplerightanswersandreframe
failureasanecessarypartoflearning.
Key features of STEM lesson KeyFeaturesofSTEMactivity
Present/Discuss
Define problems/Needs
Plan/Brain Storm
Solve problems Evaluate/Redesign
Engineeringprocess
1. Stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits.
2. Generating a number of different possible solutions and evaluating potential solutions to see which ones best meet the criteria and constraints of the problem.
3. Making a model for solution4. Testing systematically and refining solution5. Improving the final design by trading off less important
features for those that are more important.
1. Think about events, situations, tools, devices in your daily life (Situation)
2. Define problems or challenges (Challenge)3. Set criteria of the effectiveness of the solutions
(Criteria)4. Design methods to evaluate its effectiveness
(Evaluation)5. Propose possible solutions by drawing a model
Your turn
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STEM Activity Innovation
STEMwith
Creative thinking
Local Wisdom
Biomimics and Biomimicry
ท#มาของภาพ: www. technolableiden.nl
ส#งมชวตใน
ธรรมชาต
ผลตภณฑเลยนแบบ
(Biomimics)
นวตกรรมเลยนแบบธรรมชาตหรอชวลอกเลยน (biomimicry)”
Professor Pongpraphan Pongsophon
น ?าฝน
มน เตย
Capobianco, B. M., Nyquist, C., and Tyrie, N. 2012. Shedding light on engineering design: Scientific inquiry leads to an engineering challenge, and both are illuminated. Science and Children. 50(5): 58-64.
Biomimicry for STEM EducationObserve
Problem
ท#มาของภาพ: http://bioimicryreport.blogspot.com/2014/02/gecko-feet.html; https://biomimicry.org/biomimicry-examples/
Problems
The study of nature to emulate
or be inspired
Design Design
The study of nature to emulate
or be inspired
THE AMAZING OF SMALL BIRD
Humming Bird
Take Inspiration from its design
and Process to Solve our Problems
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The Challenges of STEM Implementation
qเปดโอกาสใหต ?งคาถามqเปดโอกาสใหระบปญหาqเปดโอกาสใหนกเรยนคดวาควรมขอจากดอ#นดวย
qครควรกระตนใหนกเรยนพจารณาวาปญหาทแทจรงคออะไร เพอใหเกดประโยชนตามเปาหมายท#วางไว
qแตปญหาท#มอย คอ ครมกกาหนดสถานการณและขอจากดใหเลย
qนกเรยนควรมโอกาสไดศกษามาอยางด วามใครทาอะไรมาแลวบางและนามาใชประโยชนอะไรได ครควรมการตรวจสอบกอนดวยวานกเรยนไดศกษาอะไรมาบางกอนหนานแลว
qนกเรยนมกออกแบบแบบผวเผนมากเกนไปไมมรายละเอยดระบ ท#จะชวยเวลานาไปสรางจรง ขาดการ ลงรายละเอยดเชน วสด ขนาดระยะทาง ฯลฯ (มกออกแบบคราวๆ)
qการอภปรายในช ?นเรยนชวยใหนกเรยนแตละกลมไดพจารณาขอดขอดอยของการ
qfair-test experiment ไมใช try-and-error
qส#งท#จะทดสอบในช?นงานท#ถกสรางข?นนกเรยนมกวางแผนการทดสอบแบบไมม ทศทาง เชน การ เปล#ยนมากกวา 1 ตวแปร ในการทดสอบเดยวกน
qนกเรยนควรวางแผนการทดลองในตวแปรท#ละตวแปรเพอใหไดคาตอบท#ดสดกอน
q นกเรยนมกประสบปญหาวาไมสามารถจบจดเนนไดวาควรสนใจทจะปรบปรงในสวนใดของตนแบบ (prototype) ท#ไดทาการสรางและทดสอบ
q การสราง ideas มากๆ และเลอก idea ท#ดท #สดเปนกลยทธสาคญในกระบวนการออกแบบ
q นกเรยนมกไมสนใจท#จะสราง ideas มากๆ เพ#อจะพจารณา โดยมกใชส #งท#
qนกเรยนมกออกแบบการนาเสนอโดยเลอกใชวสดท #หาไดใกลตวเลย
qโดยยงไมไดพจารณาถงขอดและขอเสยของแตละการตดสนใจอยางละเอยด
qขาดการนาเสนอ ”How to” ท#มาจากขอมลและหลกฐาน
qขาดการอภปรายโตแยงทางวทยาศาสตร (Scientific Argumentation)
PD program: Developing STEM innovative learning through classroom action research
STEM & AR workshop• Introduce 6-Es STEM
activities/Modules• Introduce CAR• Introduce E-portfolio• Introduce CCR
Coaching & Mentoring• STEM Innovative
learning activities• CAR
Coaching & Mentoring• Lesson learned about
STEM through CAR
June, 2018 October, 2018
PD program for enhancing teachers’ PCK for STEM
Day1
analyzing teaching problems in order to generate research questions
Day2 Weeks2-6
Day3 Day4
planning and searching for ideas to address the research questions
Collecting data Writing and presenting a research report
Analysing data
- How do I develop my students’ scientific argumentation skills through STEM activities in the topic of evolution?
- How do I enhance students’ engineering practices through STEM project?
96Teachers’ Research Questions
Student Learning
1. Critical Thinking (Palm)2. Collaborative Problem Solving(Toei)3. Creative thinking (Tee)4. Scientific Argumentation (Joro)5. Engineering Practices (Toon)6. Scientific Conceptions (Pond)
Teachers join the program once again to share their findings regarding their STEM teaching practices