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29/7/19 RATIONALE Using design-research to promote interdisciplinary secondary Recent initiatives call for a greater emphasis on STEM integration in mathematics and science teaching education Both Australia and Indonesia share a common

  1. 29/7/19 RATIONALE Using design-research to promote interdisciplinary secondary • Recent initiatives call for a greater emphasis on STEM integration in mathematics and science teaching education • Both Australia and Indonesia share a common concern to improve science and mathematics teaching quality using inquiry approach A cross-national study in Australia and Indonesia • Increasing teacher capacity and STEM teaching quality are critical Dr Wanty Widjaja • Enhancing secondary students’ scientific and mathematical literacy Acknowledgement: REDI Development Research Grant, Deakin University (2017- 2018; $19,819) – Wanty Widjaja, Peter Hubber, George Aranda, Esther Loong with Tarsisius Sarkim, Hongki Julie, Albertus Panuluh Hariwangsa W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 Gaps identified in the literature 100 Jobs of the Future Russell Tytler et al Inconclusive as to what effective STEM integration entails o Different interpretations of STEM integration o https://auhtv.com/watch/could-you-be-a-space-tourism-operator-or-a- cyborg-psychologist-nine-news-australia_gG2zGnQCSND9wOx.html Different nature and scope of such integration o Lack of balanced and transparent content representations in STEM o W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 Barriers to STEM interdisciplinary THEORETICAL FRAMEWORK • Problem solving and modelling of mathematics enacted in the real o Different pedagogical traditions in science and mathematics world The pervading system of disciplinary silos in the school curriculum o • Multi-modal representational tools of science and mathematics to that is reflected in the teaching timetables generate, coordinate and critique evidence • Representation construction approach W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 1

  2. 29/7/19 DESIGN RESEARCH THIS PROJECT Commonalities and differences in practice that relate to different cultural- Design research in education involves engineering historical traditions of these countries will be explored in addition to building stronger international collaboration. particular forms of learning in a natural environment such as classroom and systematically studying how that It uses: learning takes place in iterative cycles of learning . • real-world tasks (Cobb, Confrey, diSessa, Lehrer, &Schauble, 2003; Collins, Joseph, & Bielaczyc, 2004; Kelly, • multiple theoretical frameworks 2003; d Lamberg & Middleton, 2009) • multi-tiered design research • contemporary video-capture W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 w orkshop 26 July 2019 DESIGN-BASED APPROACHES DESIGN-BASED RESEARCH TO RESEARCH Analysis of Development practical A research design to enable educators to solve problems of solutions Reflection to Iterative problems by informed by while also creating design principles that may guide and produce ‘design cycles of researchers existing principles’ and testing and inform future practice in that area. and design enhance refinement of practitioners principles and (Kervin, Vialle, Herrington, & Okely, 2006, p. 72) solution solutions in in technological implementation practice collaboration innovations Reeves (2000) W anty W idjaja_SEA-DR7 w orkshop 26 July 2019 W anty W idjaja_SEA-DR7 w orkshop 26 July 2019 A continuum of STEM approaches to curriculum In groups of 2 or 3. How integration (Vasquez, Snider, & Comer, 2013, p. 73) much does a dripping tap i o n e g r a t f i n t e l s o cost per year? g l e v a s i n n c r e i Multidisciplinary Interdisciplinary Transdisciplinary Disciplinary Students learn Students learn Students learn By undertaking real- concepts and concepts and skills concepts and skills world problems or skills separately from two or more separately in each projects students in each discipline disciplines that are discipline, but in apply knowledge and tightly linked so as to reference with a skills from two or deepen knowledge common theme more disciplines and skills W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 2

  3. 29/7/19 Design considerations: How to get students to collect data to answer the research problem? How will they analyse their data and report on their learning? How does the STEM challenge address the curriculum goals in both science and mathematics? How do we assess their learning? W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 TEACHERS’ EXPERIENCES & VIEWS ’To find those touch points ‘ If you look at the cost of that 2018 Data collection whether the curriculum dripping tap or and, and just intersects so you can say, this is go into their, their water bill and seeing how little 200mls going to be a meaningful point to One secondary school of water costs, how do you do it. And but I think particularly 2 teachers justify buying a 500ml bottle 1 Year 8 class the junior years, I, I think we’ve of Mount Franklin for $3.00? structured junior school so much …So, so that consumed quite to build up to VCE expectations a lot of the discussion’ where they’re going into the individual subject areas.’ W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 THE STEM TASK Exploring different types of energy • Designed by the teachers in collaboration with the researchers • Interdisciplinary in nature • Authentic real world context: the context of roller coasters or skateboard parks • The science topic: Energy The mathematics topic: Percentages W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 3

  4. 29/7/19 W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 Energy skate park investigation (taken from http://phet.colorado.edu/en/simulation/energy-skate-park-basics ) You told me something about the energy transformation [pause] I am kind of The simulation shows energy changes of a skater in a interested in the degree of skate park. It uses a graphs representation (columns energy transformation and bar graphs). The simulation allows the friction to be though. It’s great you have changed as well as the shape of the track. identified some of the things … What about the design has Learning Objectives: to be 105% higher than the •Explain the relationship between total energy and previous hump, does that kinetic, potential, and thermal energy design fulfil that do you •Explain how changing track friction affects kinetic, The investigation has three parts: think? potential, and thermal energy. 1.Energy skate park pre-lab. 2.Energy skate park. •Design a skate park using the concepts of mechanical 3.Energy skate park post-lab. energy and energy conservation. W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 Shows the basic ideas but Has the basic Mastery – shows Key assessment criteria needs to show deeper understanding but understanding understanding needs more detail Students’ ability to: • Demonstrate procedural fluency (e.g., being able to calculate a percentage increase given starting and ending points). • Identify, describe, and apply scientific concepts related to energy (e.g., being able to identify and describe the differences between kinetic and Maths concepts: - Percentages potential energy). - Conversions • Demonstrate skills associated with undertaking an open inquiry (e.g., being able to develop questions about energy to be investigated). • Demonstrate the 21 st century skills (e.g., creativity, critical thinking, collaboration, and communication). W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 4

  5. 29/7/19 Science skills: - Analysing data - Evaluating - Explaining Science concepts: - Potential energy - Kinetic Energy - Representations - Changes in energy STEM skills: - Demonstrate motivation, persistence Science skills: - Evaluate outcomes of group work - Hypothesising - Use strategies to evaluate and redirect thinking - Analyse patterns in data W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 Marble run presentations TEACHERS’ AND STUDENTS’ VIEWS AND EXPERIENCES To what extent does the use of real-world problems support student engagement in interdisciplinary learning of science and mathematics? W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 W anty W idjaja_SEA-DR7 2019 5

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