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研究生: 阮氏玉貞
Nguyen Thi Ngoc Trinh
論文名稱: Development and Implementation of a Rubric for Project-based STEM Lesson Plan Evaluation
Development and Implementation of a Rubric for Project-based STEM Lesson Plan Evaluation
指導教授: 張俊彥
Chang, Chun-Yen
口試委員: 劉湘瑤
Liu, Shiang-Yao
Nguyen Van Hien
Nguyen Van Hien
張俊彥
Chang, Chun-Yen
口試日期: 2021/07/15
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2021
畢業學年度: 109
語文別: 英文
論文頁數: 61
英文關鍵詞: STEM education, project-based learning, project-based STEM, lesson plan, rubrics, evaluation
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202101626
論文種類: 學術論文
相關次數: 點閱:62下載:0
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  • Lesson plans are proposed to be a prerequisite for project-based STEM (Science, Technology, Engineering, and Math) instructions, which enable teachers to jump over the hurdles of project-based STEM (Pj-STEM) implementation, such as time constraints and classroom management. However, many teachers have poor-equipped experience in planning lessons. This situation is exacerbated by no appropriate tools for evaluating the quality of Pj-STEM lesson plans and scarce studies on their characteristics.
    Here, we develop and implement a rubric for teachers' Pj-STEM lesson plan evaluation (Pj-STEM LPE). The Pj-STEM LPE evolved through several cycles of revision and was confirmed by validity and substantial reliability. This tool ends up with 13 sub-categories, grouping into general and Pj-STEM domains. We underlined the importance of alignment with standards, learning goals, time frame, and assessment in Pj-STEM lesson plans for the general domain. The latter domain includes raising STEM problems, STEM practices, social interaction, and STEM integration. The data source is 50 Pj-STEM lesson plans of STEM sub-field teachers from primary to high schools in Vietnam. Results from the Pj-STEM LPE implementation emphasized teachers' lesser attention to setting learning goals, time frames, and assessments before coming to classes. More importantly, several specific Pj-STEM categories, including driving questions, technology practices, and math practices, are often overlooked while teachers design their Pj-STEM lessons.
    This study indicates the strengths and weaknesses of teachers' Pj-STEM lesson plans, which can be considered an overview of current Pj-STEM planned enactments and equips teachers with a practical tool to support their better Pj-STEM preparations.

    Acknowledgements i Table of Contents iv List of Tables vii List of Figures viii CHAPTER 1. INTRODUCTION 1 1.1 Introduction 1 1.2 Purpose of The Study 2 1.3 Significance of The Study 3 CHAPTER 2. LITERATURE REVIEW 5 2.1 STEM Education 5 2.2 Project-based STEM - An Instructional Model 6 2.2.1 Contributions of project-based learning (PjBL) 6 2.2.2 What is project-based learning (PjBL) defined? 6 2.2.3 Combination of project-based learning and STEM education (Pj-STEM) 7 2.2.4 What are the challenges of project-based STEM implementation for teachers? 7 2.3 Lesson Plans 8 2.3.1 What are lesson plans defined and their purposes? 8 2.3.2 Lack of assessment or evaluation tools of Pj-STEM lesson plans 9 2.4 Current Characteristics of Designing Project-based STEM Lesson Plans: Strengths and Weaknesses 10 CHAPTER 3. RESEARCH METHOD 12 3.1 Background and Data 12 3.2 Procedure 13 3.3 Data Analysis 14 CHAPTER 4. RESULTS 15 4.1 Development of a Rubric for Project-based STEM Lesson Plan Evaluation (Pj- STEM LPE) 15 4.1.1 Preliminary rubric for project-based STEM lesson plan evaluation (Pj- STEM LPE) 15 4.1.2 Pilot testing 23 4.1.3 Validity and reliability 24 4.1.4 The final Pj-STEM LPE 26 4.2 Analysis of The Pj-STEM LPE Implementation 27 4.2.1 Overview of the study 27 4.2.2 For general domain – Less competence in learning goals, time frame, and assessment 30 4.2.3 For Pj-STEM Domain – Weaknesses in the driving question, technology practices, and math practices 30 CHAPTER 5. DISCUSSION 33 5.1 The Pj-STEM LPE – A Practical Evaluation Tool for Teachers and Researchers 33 5.2 A Snapshot of Pj-STEM Planned Lesson 33 5.2.1 Overview of the study 34 5.2.2 For general domain – A need to focus on learning goals, time frame, and assessments 34 5.2.3 For Pj-STEM domain – A call for further supports from schools and academia 36 CHAPTER 6. CONCLUSION AND FUTURE DIRECTIONS 39 6.1 Conclusion 39 6.2 Limitations 40 6.3 Future Directions 40 REFERENCES 42 APPENDIX A 49 APPENDIX B 52

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