A Systematic Review of the Design Work of STEM Teachers

Autor/in	Kim, Mi Song
Titel	A Systematic Review of the Design Work of STEM Teachers
Quelle	In: Research in Science & Technological Education, 39 (2021) 2, S.131-155 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1682988
Schlagwörter	STEM Education; Design; Information Technology; Technological Literacy; Pedagogical Content Knowledge; Technology Uses in Education; Teaching Methods; Creativity; Empathy; Schemata (Cognition); Faculty Development; Research Reports; Preservice Teacher Education + Suchen Sie Ihr Suchwort? STEM; Informationstechnologie; Technisches Wissen; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Empathie; Cognition; Schema; Kognition; Research report; Forschungsbericht; Lehramtsstudiengang; Lehrerausbildung
Abstract	Background: To support a paradigm shift for 21st century learning, teacher design work is emphasized by conceptualizing teachers as designers. Despite the fact that teaching is increasingly referred to as a design science, both teacher educators and curriculum developers know little about how to enhance teacher design work in technology-enhanced learning environments. Further, teachers' design knowledge, design experience and supports available to them are not articulated in a systematic manner. Purpose & Method: To address these issues, this study reports a systematic review of the literature on the design work of teachers within technology-enhanced learning environments, in STEM domains. In this review, there are four main themes: the context where teachers' design work takes place, the form that the design work took, the aspect/phase of design process that the paper focuses on, and details of any supports that assist teachers in the work of design. Findings: Teacher design work takes place in a variety of contexts, and teacher design work also takes many forms. Research that reports on design work tends to focus on the implementation and evaluation components of the design process. Teachers have access to a variety of supports, including design materials and design frameworks. Conclusions: This synthesis identifies future areas of research in supporting STEM teachers' design knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01