Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment

Autor/in	ElSayary, Areej
Titel	Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Reflection; STEM Education; Blended Learning; Electronic Learning; Transformative Learning; Experiential Learning; Authentic Learning; Problem Based Learning; Active Learning; Student Projects; Inquiry; Teacher Attitudes; Attitude Change; Middle School Teachers; Private Schools; Learner Engagement; COVID-19; Pandemics; Foreign Countries; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? STEM; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Ausland
Abstract	This study explores and explains teachers' perceptions and practices in using a reflective practice model to teach STEM education in a blended learning environment. The study was conducted before the COVID-19 lockdown and continued after the quarantine till the end of the semester. The transformative learning and the experiential learning theories are used as combined conceptual frameworks to form a reflective practice model that guided this study. The participants are middle school teachers (n=18) in a private school in the United Arab Emirates UAE. A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers' semi-structured interviews using Zoom conference meeting. The study's results reveal that teachers' perceptions and practices about learning and skills needed in the future will be different from before COVID-19. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01