Science Teachers Design Thinking in STEM Contexts Gillian Kidman and Hazel Tan
Monash University
Abstract
The psychological context of science classroom teaching comprises the teacher^s thinking, planning, and decision-making. The science curriculum is interpreted and acted upon within this context. Science teachers^ behaviours are substantially influenced and even determined by the teachers^ thought processes. This research explores how and why the observable activities of science teachers^ professional conduct, as they collaboratively plan and investigate STEM problems, take on the forms and functions that it does. As groups of people solve most problems, my methodology reflected this reality. Thus, following the work of Park & Song (2018), we used group settings to explore how science teachers expressed their thinking, shared, and elaborated on their ideas among peers during STEM activities. Our aim for this presentation is to comment upon several science teachers in terms of their curiosity, inquiry, collaboration and STEM practice values and to make comparisons of these factors with mathematics and technology teachers.
Park, J. & Song, J. (2018). How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena? Research in Science Education. https://doi.org/10.1007/s11165-018-9784-x
