Wednesday Onsite Presentation Session 2

Learning Experiences, Student Learning & Learner Diversity

Session Chair: Laila Mohebi

11:25-11:50

68772 | STEAM Implementation and Challenges in Elementary Schools in West Java

Yopi Malagola, Yogyakarta State University, Indonesia

STEAM education plays a significant part in education in the 21st century. As one of the most significant components of implementing education, teachers play a crucial role in implementing STEAM learning. This study is to investigate the application of STEAM learning in elementary schools and the obstacles primary school teachers in West Java, Indonesia have in applying STEAM. This survey-based descriptive quantitative research is being conducted. This study's subjects were 32 elementary school teachers from West Java who participated in the research. A questionnaire was used to obtain information about the implementation of STEAM education in Indonesia and the problems associated with it. The findings of the study indicate that instructors in West Java have adopted STEAM education by employing student-centered learning, inquiry and problem-based learning, assessment, reflection, and teamwork, as well as integrating subject and skills learning. In addition, instructors cite pedagogical issues, technological challenges, facilities, STEAM learning materials, and implementation time as obstacles to the adoption of STEAM learning. It may be inferred that instructors in West Java have implemented STEAM-related learning activities. However, technical training for teachers on the technical implementation of STEAM and the supply of supporting resources, particularly technology-based facilities, are required to facilitate the adoption of STEAM in primary schools.

11:50-12:15

67806 | AgriCHEMture: Learning Chemistry Through Remote Urban Gardening

Jeremias Pineda, Ateneo De Manila University, Philippines

Armando Jr. Guidote, Ateneo de Manila University, Philippines

The interruption of face-to-face instructions in academic institutions during the COVID-19 pandemic has escalated concerns about the delivery of laboratory education. This study aimed to describe the development, validation, and pilot implementation of agriCHEMture, a researcher-made learning material created for the remote delivery of urban gardening-themed laboratory work for senior high school (SHS) students taking general chemistry courses. The development stage of agriCHEMture was divided into three steps: (1) Identification of learning objectives and content domain, (2) Generation of sample content, and (3) Construction of the initial version of the agriCHEMture. For the validation stage, the experts focused on the face and content validity of the agriCHEMture. The expert validation revealed that the agriCHEMture is "highly acceptable" by obtaining a mean score of 4.33 out of 5.00, suggesting that almost all the features of the developed learning material are exceptional in the identified domains. The last stage is the pilot implementation participated by fifty-one Grade 11 SHS General Chemistry students. Students described the six laboratory activities included in agriCHEMture as meaningful, relevant, and sufficient for their learning in a remote learning environment. Overall, the study suggests that the agriCHEMture is student-centered learning material, making it a valuable tool for delivering at-home laboratory work in a remote learning environment for SHS General Chemistry students.

12:15-12:40

66569 | Pre-Service Teachers’ Initial Pedagogic Impressions and Experiences of Virtual Practicum Teaching in the UAE

Laila Mohebi, Zayed University, United Arab Emirates

The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience of online teaching and learning, let alone conducting virtual field experiences. The purpose of this study is to investigate pre-service teachers’ initial pedagogic impressions and experience of their first week of virtual practicum teaching. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, the study had 20 pre-service teachers who were purposively selected to complete an open-ended questionnaire. It was found that pre-service teachers achieved more than they anticipated as they had enlightening observations and successful hands-on-pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers as that enables them to use their higher order thinking skills to adjust and adapt to any teaching and learning approach.