Developing STEM teachers’ TPACK skills through scaffold co-designing activities

Abstract

This study is to explore whether and how to scaffold co-designing activities between teacher-researcher collaborations in STEM inquiry-based project can transform teacher’s TPACK-related skills. In this study the scaffolding focus on those can external represent students’ learning process, such as collaborative concept mapping tool, thinking mapping tool or argumentative diagram tool. Some recruited STEM teachers will designing and implementing domain-appropriate and skills-building scaffolds in STEM instruction with the guidance of researchers in learning science. During the whole co-design and implemented process, the discourse data, reflective notes data, classroom video data, TPACK questionnaire data and interview data will be collected and analyzed. The study can provide some insight for teacher professional development, but also can lay foundation for the design of learning environment for teacher’s profession development.