Transforming the Pedagogy of STEM Subjects

点击翻译按钮获取中文摘要

This study intends to investigate how pedagogy for STEM subjects in a low income, developing nation, Ethiopia, can be transformed from using one-way lecturing and closed teacher questions to dialogical discourse and argumentation, and the effects this generates in improved student learning and attitudes. Over-reliance on didactic teaching apply to any nation or school subject, but is particularly dominant in STEM subjects as these typically teach "facts" "given" to students. It restricts students' learning and impact negatively on student recruitment to and retention in STEM subjects beyond compulsory schooling. In developing nations, which rely on STEM as means to build economic success, changing pedagogy to an active approach may impact significantly on enhancing the quality of education. The theoretical rational is that participation in social discourse, where norms and arguments are made explicit, helps students appropriate new ideas and internalise them to reasoning on a psychological plane. In STEM education research one focus is on using dialogical discourse to explore pre- and misconceptions students hold and enabling them to replace these with new, scientifically correct ideas. Another focus has been developing scientific argumentation, where students use scientific norms and reasoning strategies in disciplinary and everyday discourse.Intervention studies gathering empirical evidence about using dialogical teaching demonstrate significant gains, but most studies are small-scale interventions where researchers work closely with volunteer teachers. The proposed study will test three strategies for changing the pedagogy in a large-scale, realistic intervention: i) introducing a training programme to lecturers at Colleges of Teacher Education (CTEs) to change pedagogy through Initial Teacher Education (ITE); ii) using the same programme in continuous professional development (CPD) to groups of teachers in schools; iii) combining the ITE and CPD programmes. The 30h training programme introduces teachers to dialogical teaching and argumentation in science teaching, and presents scaffolding tasks to change the teaching gradually. The study will provide evidence for effects on classroom practice; on students' learning; and any social, political, economic and cultural factors moderating outcomes. An important objective is building networks and involving educators in Ethiopia to analyse and improve STEM teaching. The study is carried out by researchers from Addis Ababa University and Durham University and lecturers from five CTEs. MoE is also a partner.The study is organised in two phases. First, training lecturers from five CTEs and have these implement dialogical teaching in physics course for 150 pre-service physics teachers over the 2015-16 academic year. A similar number of CTEs and teacher candidates will be in a control group. Second, follow the teacher candidates into posts in primary schools and deliver CPD to about 100 physics teachers in 20 schools in 2016-17. Some are teachers not involved in phase 1. Teaching will be for Year 7 and 8 pupils. Lecturers from the CTEs will deliver the CPD together with the researchers and work as research assistants to gather data. The design will allow each of the three strategies (using ITE, CPD or both) to be tested in 10 schools classes with 400 pupils. A control group will have the same number of schools and students (Totally 40 schools and 1600 pupils).Effects of the intervention on teaching will be investigated with video-recordings from two lessons in all classes. Effects on pre-service teachers' and school pupils' learning will be measured with pre- and post tests, video-recordings of discussion tasks and interviews. School leaders will be interviewed.Dissemination will happen in a series of research meeting, a national conference and in reports and research papers.