ERIC Number: EJ1289486
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1305-8223
EISSN: N/A
Available Date: N/A
Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment
ElSayary, Areej
EURASIA Journal of Mathematics, Science and Technology Education, v17 n2 Article em1942 2021
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.
Descriptors: 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
Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates (Abu Dhabi)
Grant or Contract Numbers: N/A
Author Affiliations: N/A