Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers’ beliefs and attitudes. In bridging the two lite...
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Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers’ beliefs and attitudes. In bridging the two literature strands of teacher professional development and teacher change, this study was proposed to examine Thai mathematics teachers’ classroom instruction after participating in a 3-day STEM education workshop in Thailand. In this study, I investigated multiple aspects of STEM education that the teachers integrated in their classrooms and extent to which teachers were able to implement what they gained from the workshop. I conducted four case studies of teachers after they attended the workshop. Using the data from classroom observations, teachers’ interviews, classroom artifacts, and teacher self-reflection reports, I employed a phenomenological analysis approach to analyze each case of teacher’s experience with STEM implementation and look across the cases for the commonalities and differences. The findings from the study revealed that the four teachers exercised classroom instructions differently. Implementation approaches varied from project-based-learning, game-based-activities, independent learning and whole class discussions. Variations were due to teacher beliefs and interpretations of STEM teaching, student context, teacher experience, and time availability related to existing mathematics content curriculum and unexpected school events. All teachers I observed had positive attitudes towards STEM implementation and developed future plans to further integrate STEM skills in their classrooms. On-going STEM education workshops, guidelines and resources should be provided. Establishment of a professional learning community is needed to encourage teacher academic collaboration in the four STEM disciplines.
The new graduate school education program Nitobe School was launched in 2015 as one of main education projects of "Top Global University project" in Hokkaido University. This new graduate program is aimed to...
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ISBN:
(纸本)9781467389853
The new graduate school education program Nitobe School was launched in 2015 as one of main education projects of "Top Global University project" in Hokkaido University. This new graduate program is aimed to supply currently undermined skill-set to students from different home graduate or professional school. The scope of the Nitobe School program is to foster students to be a global leader who might contribute not only for local societies but also internationally by Team-based-learning (TBL) and project-based-learning (PBL) methods. Since students have different expertise including the area of STEM and humanity, teachers cannot guide classes with their field, rather teachers need to educate students using a general topics. This general education program apparently requires different approaches from the conventional one. After completion of the first year of Nitobe School, we took place the survey that asked students how they felt about our new teaching methods. Overall, students appreciated with the new methods that we carried out, but there are some spaces for further improvement. In this report, we suggest potential ways to improve the Nitobe School program, which will be able to enhance further educating students, and at the same time educate teachers toward the TBL and PBL.
Paradigms such User Experience (UX) based design approaches, along with the rise of Tangible User Interfaces, can present hurdles for traditional product manufacturers. Industry collaboration with university potential...
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Paradigms such User Experience (UX) based design approaches, along with the rise of Tangible User Interfaces, can present hurdles for traditional product manufacturers. Industry collaboration with university potentially allows exploration with such emerging themes, while students are exposed to design challenges from industry. In this paper, we discuss a course, Mechatronic Product Design, where students create Tangible User Interfaces (TUIs) in close collaboration with industry. An interdisciplinary design method is described with an emphasis on iterative prototyping-within a project-basedlearning approach. This includes the importance of (1) a network of industry, (2) a design method using project roadmaps and, (3) the availability of tools and platforms in an exploratory lab environment. Close collaboration between industry and academia made it possible to implement this approach with a total of 77 design cases. Students worked on realistic open-ended design problems using an iterative design approach, while working in multidisciplinary teams. Companies, in turn, are able to explore new ideas at low risk. We found our approach successful, with design cases that lead to novel research, technologies and commercial products. Four specific cases are presented in more detail, while the general insights and guidelines can be used to improve future development of TUIs.
This paper demonstrates a design-based-research (DBR) framework that provides the basis for refining agile practices and artefacts for school projects. It takes into account the pedagogical content knowledge of teache...
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ISBN:
(纸本)9781450337533
This paper demonstrates a design-based-research (DBR) framework that provides the basis for refining agile practices and artefacts for school projects. It takes into account the pedagogical content knowledge of teachers by combining theory with practice. based on qualitative analysis of material of the initial iteration of the DBR process, the findings provide an empirical basis demonstrating difficulties of teachers and students with sequential models. In addition, the preliminary findings substantiate the assumption that agile practices reduce teachers' effort in design and use of project-based-learning modules.
The out-of-curriculum project team organized by university students has been actively engaged in science promotion activities in local region over 10 years. These activities can provide the students with various Proje...
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ISBN:
(纸本)9781510803138
The out-of-curriculum project team organized by university students has been actively engaged in science promotion activities in local region over 10 years. These activities can provide the students with various project-based-learning experiences and actually work as Active-learning style education scheme. Although numerical evaluation is difficult, it can be considered that the activities of this student project team exhibit certain educational effects for the student members.
As engineering education at the undergraduate level continues to evolve, the support structure required for educational approaches such as project-basedlearning (PBL) is expanding to include not only the Department, ...
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ISBN:
(纸本)9781424419692
As engineering education at the undergraduate level continues to evolve, the support structure required for educational approaches such as project-basedlearning (PBL) is expanding to include not only the Department, College, and University levels, but also significant commitments from industrial partners. While the benefits of projectbasedlearning approaches are clear, there are a number of challenges in establishing and maintaining the deep level of institutional and industrial interaction required to create a successful program. This paper discusses several approaches adopted by the projectbasedlearning Institute (PBLI) in developing project-centered relationships with external organizations. PBLI serves as an academic incubator that has been used to overcome institutional inertia by creating a structure that lies outside existing well-established "territories". It discusses the self supporting nature of the approach, which allows resource issues which typically shackle initiatives to be obviated. It describes how the program has developed into a catalyst for industry participation that benefits both students and corporate sponsors. It describes the how the juxtaposition of high-potential faculty, coupled with incentives for multi-disciplinary faculty collaboration, enrichess the educational experience for students. The outcome is underpinned by vehicles that couple industry interests to university resources. This system, which hinges on an effective mechanism to uncover and respond to industry needs, creates an environment capable of educating an engineering graduate who is steeped in multidisciplinarity, who is exceptionally team-oriented and who is more able to function in today's complex environment.
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