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Design of An Online STEM Teacher Training Environment: An Authentic Learning Perspective
PROCEEDING

, , , East China Normal University, China

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

STEM education is substantially a kind of interdisciplinary integration project learning facing real problems, a process of “learning” by guiding learners to create with a new attitude. One theory of learning that has the capacity to promote this process is that of authentic learning. The purpose of this study was firstly, to construct the conceptual framework comprises authentic learning activities, community of practice and mentor scaffolding; secondly, to design an online training approach based on the authentic learning framework aiming at improving preservice STEM teacher’s design thinking competence and fostering their STEM learning design practice; and thirdly, to investigate preliminary evaluation from the implementation to refine the recommended design principles. Experts and users were interviewed to explore their perceptions of the authentic learning environment. Findings suggest that the use of the authentic learning framework appeared to provide effective instructional design guidelines for different stakeholders.

Citation

Ruan, J., Wu, B. & Gu, X. (2019). Design of An Online STEM Teacher Training Environment: An Authentic Learning Perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2029-2038). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 17, 2019 from .

Slides