A Pilot Study of STEM Teachers' Teaching Reflection in an Elementary School
With the substantial need for high-quality population in society， the STEM education is increasingly widespreading all around the world. To make sure the efficiency of STEM education， the literacy of STEM teacher is vitally important. This study collected and analyzed records written by STEM teachers after class so as to summarize teachers ' experience ， problems that may arise in the process of STEM curriculum. The participants were novice teachers responsible for STEM classes in an elementary school in Haidian District， Beijing. The data were analyzed based on grounded theory with the help of the qualitative data analysis software NVIVO 11. 0. The findings mainly focused on difficulties and suggestions on instructional management ， class instruction ， students ' group study， as well as STEM teacher' s professional development and evaluation process. Instructional management and class instruction were most concerned by teachers. Other challenges included poor class time arrangement and difficulties in keeping classroom discipline. Suggestions and strategies were also given by teachers including explicit and specific assignment ， the importance of cooperation， and fully aware of the main line of the STEM curriculum. These results hopifully will provide suggestions and experiences to pre-service STEM teachers and more effectively preservice STEM teacher instruction.
|關鍵詞||STEM教学、反思日志、扎根理论、内容分析、STEM education、teaching reflection、grounded theory、content analysis|