Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample
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Published
Jan 29, 2024
Filiz Gülhan
https://orcid.org/0000-0002-7915-6299
https://orcid.org/0000-0002-7915-6299
Abstract
STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary training and their practice with students. Teachers’ perceptions of skills teaching self-efficacy, design self-efficacy and perceptions of interdisciplinary teaching were assessed using pre-post tests. The research concluded that the STEAM professional learning community study positively improved teachers’ perceptions of skill teaching self-efficacy and interdisciplinary teaching, but was not sufficient to develop design self-efficacy. It was found that teachers’ views of practice were positive and that interdisciplinary collaboration contributed to this. In light of the research findings, it was suggested that the use of professional learning communities in STEAM education may be an effective example of the interdisciplinary functioning of hands-on workshops.
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Keywords
STEAM, STEM, Interdisciplinary, Professional Learning Community, Teacher Training, Hands-On, Workshop
References
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Cook, K. Bush, S., Cox Jr, R. & Edelen, D. (2020). Development of elementary teachers’ science, technology, engineering, arts, and mathematics planning practices. School Science and Mathematics, 120:197-208.
Creswell J. W. (2014). Araştırma deseni:Nitel, nicel ve karma yöntem yaklaşımları [Research design:Qualitative, quantitative and mixed method approaches]. (4. baskıdan çeviri). (S. B. Demir Çev. Ed). Ankara:Eğiten Kitap.
Dong, Y. et al., (2019). Exploring the effects of contextual factors on in-service teachers’ engagement in STEM teaching. Asia-Pacific Education Research, 28(1):25-34.
Ekici, C., Pyley, C., Alagoz, C., Gordon, R. & Santana, N. (2018). Integrated development and assessment of mathematical modeling practices for culturally responsive STEM education:lionfish case study. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9:1-10.
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Freeman, B., Marginson, S. & Tytler, R. (2019). An international view of STEM education. In, A. Sahin & M. Schroeder (Eds.), Mythsandtruths:What has years of K-12 STEM education research taught us? Rotterdam, The Netherlands:Brill.
Fulton, K., & Britton, T.B. (2011). STEM teachers in professional learning communities:from good teachers to great teaching. National Commission on Teaching and America’s Future (NCTAF).
Gardner, K., Glassmeyer, D. M., & Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers and Education, 4(26):1-10. DOI: https://doi.org/10.3389/feduc.2019.00026
Glaze-Crampes, A. L. (2020). Leveraging communities of practice as professional learning communities in science, technology, engineering, math (STEM) education. Education Sciences, 10(190):1-8. DOI: https://doi.org/10.3390/educsci10080190
Gülhan, F. (2021a). Ders araştırması (ders imecesi) modeli Türkiye’de nasıl uygulanıyor, ne ifade ediyor?:bir sistematik derleme [How is the lesson study model applied in Turkey, what does it mean?:a systematic review]. Karaelmas Eğitim Bilimleri Dergisi [Karaelmas Journal of Educational Sciences], 9(2):230-242. DOI: https://dergipark.org.tr/tr/pub/kebd/issue/66468/1011017
Gülhan, F. (2021b). Okul paydaşlarının tasarım beceri atölyelerine yönelik beklentilerine dayalı görüşlerinin değerlendirilmesi [Evaluation of the opinions of school stakeholders based on their expectations for design skill workshops]. Uluslararası Beşeri Bilimler ve Eğitim Dergisi [International Journal of Humanities and Education], 7(15):235-260. DOI: https://dergipark.org.tr/tr/pub/ijhe/issue/62183/886158
Han, J., Kelley, T. R., Mentzer, N., Knowles, J. G. (2021). Community of practice in integrated STEM education:a systematic literature review. Journal of STEM Teacher Education, 56(2):Article 5.
Holden, M., & Fotou, N., (2021) Lesson study as a vehicle to foster teacher agency:A systematic literature review. In:New Perspectives in Science Education, 18-19 March, Florence, Italy.
Huser, J. et al. (2020). STEAM and the role of the arts in STEM. New York:State Education Agency Directors of Arts Education.
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How to Cite
Gülhan, F. (2024). Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample. Science Insights Education Frontiers, 20(1), 3149–3172. https://doi.org/10.15354/sief.24.or496
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