Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The purpose of this study is to conduct a cross-case analysis method to investigate K-12 international teachers’ views on integrated STEM and computational thinking practices via the World MOON (More Observation Of Nature) project. The World MOON project is an international STEM (i-STEM) collaborative project that thousands of international K-12 students and hundreds of teachers have been exposed to, as well as various researchers and practitioners around the world, such as, from Australia, Brazil, China, South Africa, and the United States. The project is established to provide inquiry- and project-based learning in science, technology, engineering and mathematics (STEM) disciplines as well as computational thinking (CT) practices such as observing and identifying patterns in aerospace objects (e.g., moon phases). Integrated STEM and CT practices are implemented heavily in the project to make the learning environments more meaningful to the students while they collaborate with their peers from different countries. In this project, students conveyed their observed patterns in an essay format and exchange with their peers. This allows students to investigate how their observed patterns result are the same or different. More importantly, this project carries an important role for international collaboration in aerospace and STEM education by relating to the specific curricular goals, such as, including aerospace, inquiry skills, nature of STEM. For this specific study, the qualitative research methodology (i.e., cross-case analysis) will be used to determine all the participated teachers’ views on integrated STEM and CT as well as their needs and outcomes for this global project. For 2017-2018 school year, there are 32 teachers participated in this project and 17 of them accepted to be in this specific study. The anticipated data from the 17 teachers will be collected from two different sources, such as, semi-structured interview and document artifacts. The semi-structured interviews with the teachers, as well as follow-up emails, will be conducted to look in-depth about their views. The anticipated results indicate that this project helped students to improve their aerospace, integrated STEM and CT practices and skills throughout the semester. Further results, discussions, and recommendations will be disseminated in the study accordingly.
Diordieva, C., & Yeter, I. H., & Smith, W. (2018, June), Cross-Case Analysis: K-12 International Teachers’ Perspectives on Integrated STEM and Computational Thinking Practices Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30242
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