Exploring teachers’ epistemological framing through classroom discourse in 6E-STEM classes: From perception to practice

Abstract

This study investigated teachers’ enactments in 6E-STEM implementation with technology integration. Teachers’ professional development utilized coaching and examining teaching and learning as strategies. Coaches trained three Vietnamese teachers for content, pedagogical content, and technological pedagogical knowledge through intensive STEM curriculum examples. Basic electrical engineering and application of technology for science learning curriculum was designed in 6E instructional model. In addition, CloudClassRoom was integrated with the curriculum to record students’ performance. After coaching, three teachers had practical teaching with 107 students in junior high schools. Each class was implemented in three classes. Examining teaching and learning was conducted to investigate teachers’ epistemological framing in teaching 6E-STEM. Classroom videotapes, and teachers’ responses to interviews were analyzed by NVivo. The key results show that <i>delivering an artifact </i>was a function of teachers’ framings in STEM teaching. However, teachers desired students to provide engineering knowledge, socialize scientific explanations, or develop students’ creativities depending on the individual.