The development of teacher interns’ competencies of science instructional design and implementation using stem activity based on DIY, tinker and maker frameworks

THE DEVELOPMENT OF TEACHER INTERNS’ COMPETENCIES
OF SCIENCE INSTRUCTIONAL DESIGN AND IMPLEMENTATION USING STEM ACTIVITY BASED ON DIY, TINKER AND MAKER FRAMEWORKS

Suthida Chamrat* , Pongsathorn Suyamoon

Chiang Mai University (Thailand)

Received April 2023

Accepted April 2024

Abstract

The objective of this research was to examine the impact of STEM activity based on DIY, Tinker and Maker frameworks on developing teacher interns’ competency in science instructional design and implementations. These activities involve the integration of science, technology, engineering, and mathematics principles, fostering self-regulated learning, creativity, and innovation among students. The research encompassed the design of five STEM activity modules, including a UVC Box Experiment, Digital pH Meter, Air Sensor, Startup & Rare Earth Board Game, and Motion Sensor activity, which were shared with teacher interns via Google Classroom using tutorial videos, slides, and additional materials to enhance their skills. An examination of 26 lesson plans from 13 teacher interns was carried out through content analysis, within a learning model guided by High Impact Practices (HIPs) spanning six domains: well-structured lessons, project-based learning, reflection, learning progression framework, student‑centered approach, and Technological Pedagogical Content Knowledge (TPACK). The results showed that the application of the DIY, Tinker, and Maker framework through STEM activities effectively improves teacher interns’ competencies in science instructional design and implementation. Particularly noteworthy was the gradual enhancement observed from the initial to the subsequent implementation across all HIPs domains, especially in showcasing TPACK. Nonetheless, the research also identified variations in competency levels, prompting contemplation among students. The importance of developing activities that stimulate student reflection emerged as a key point to consider. This indicates that STEM activities based on the concepts of DIY, Tinker, and Maker should emphasize such reflective practices. The insights obtained from this study could advance the enhancement of teacher interns’ skills and encourage further exploration of the topics discussed.

 

Keywords – Competencies of science instructional design and implementation, Teacher interns, DIY, Tinker and maker frameworks, STEM activities.

To cite this article:

Chamrat, S., & Suyamoon, P. (2024). The development of teacher interns’ competencies of science instructional design and implementation using stem activity based on DIY, tinker and maker frameworks. Journal of Technology and Science Education, 14(4), 990-1010. https://doi.org/10.3926/jotse.2225

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    1. 1. Introduction

The foundation of the philosophy of science and science education lies in the principles of empiricism and pragmatism. These fundamental concepts place a strong emphasis on the acquisition of knowledge through the means of observation, experimentation, and practical application, underscoring the significance of collecting evidence to substantiate and affirm the knowledge that is being formulated. In the realm of science instruction and learning, there is a parallel adherence to the ideologies of empiricism and pragmatism, underscoring the significance of experiences, phenomena, and actions in the development of scientific knowledge. This method has long been utilized to guarantee that educational settings mirror the characteristics of scientific discipline and communicate the fundamental aspects of acquiring scientific knowledge, rather than solely the knowledge itself. (Bybee, 2009). It is also consistent with current learning theory, which suggests that people learn by creating meaning in their thoughts, connecting prior experiences to new ones (Reid, Richards & Willox, 2021) and engaging in social interactions (Rumjaun & Narod, 2020), and creating works. The process of accessing experience and creating knowledge involves explaining and giving meaning to the world around the learner. According to the concept of Seymour Papert, learning by inventing is based on the learning theory -Constructionism developed by Papert and Harel (1991). One of the key tenets of constructionism is that learners must engage in active, creative processes to construct their own knowledge (Ungerer & Hartmann, 2023).

Creativity is, therefore, a crucial component of this theory, as it allows learners to generate new ideas and concepts by connecting existing information in novel ways (Gómez-Chacón, Pérez-Rodríguez & Rubio, 2020; Liggett, Earnshaw & Townsley, 2023). As Steve Jobs famously observed, this kind of creativity is essential for pushing the boundaries of what is possible and for driving innovation forward (Yoffie & Cusumano, 2021). Steve Jobs famously described connecting data or information to create new meanings or concepts.

“New idea is nothing more than a new combination of old elements. The ability to make those new combinations depends on our ability to see relationships. That’s what makes some people more creative. They are better at spotting those connections, better at recognizing possible relationship. They are able to do this because they’ve had more experiences, or thought more about those experiences, than other the people” (Trott, 2016).

Studying science in educational institutions often poses challenges as students may lack opportunities for authentic scientific engagement, such as independently formulating experiments without strict guidelines (Günter, Ahnesjö & Gullberg, 2023; Meier, 2021). Research highlights the importance of students’ deeper involvement in scientific investigations, yet practical experiences typically do not involve genuine scientific endeavors (Bevan, 2017). This gap between traditional science education and authentic scientific practices underscores the need for innovative approaches to foster independent scientific inquiry among students. Implementing inclusive and community-oriented science education, as well as promoting engagement with socioscientific issues through various knowledge sources, can enhance students’ attitudes and involvement in scientific exploration (Scheer & Orban, 2022; Klaver, Walma van der Molen, Sins & Guérin, 2022). By addressing barriers and enablers to authentic scientific experiences, educators can better prepare students for real-world scientific challenges and opportunities.

Furthermore, the media and educational resources in science classrooms may not always be accessible or adequately prepared, the allocation of funding per student persisted at a relatively low level in comparison to several countries that were chosen for comparison, amounting to 19.7% of the per capita Gross Domestic Product (Vandeweyer, Espinoza, Reznikova, Lee & Herabat, 2020). The allocation for educational materials is vital for enhancing the learning environment, as outlined by the Thai Office of the Basic Education Commission, Ministry of Education. These materials, including art supplies, safety scissors, paper, digital resources, and specialized items for students with disabilities, are essential for student development. The budget per student annually varies by educational level: pre-primary education is allocated approximately 290 baht ($9), primary education 440 baht ($13), and both lower and upper secondary, including vocational levels, receive 520 baht ($15) per year, with allocations made per semester for more detailed budgeting. This strategic funding aims to support and enhance educational quality for all students, demonstrating a commitment to inclusive and accessible learning experiences (Office of the Basic Education Commission, 2024). These challenges are interconnected with the enhancement of proficiencies in formulating and executing science education, particularly for practicing teachers and teacher trainees or novices with limited pedagogical exposure. In instances where educators encounter such obstacles, they may resort to conventional teaching methodologies, emphasizing the transmission of curriculum content over fostering scientific investigation (Valtonen, Leppänen, Hyypiä, Kokko, Manninen, Vartiainen et al., 2021). This constrains learners’ chances to amass knowledge and obstructs the cultivation of vital competencies like problem-solving, innovation, and cooperation, crucial for tackling contemporary and future real-world challenges.

Addressing the deficiency in scientific learning equipment presents a complex challenge that cannot be easily resolved within the confines of the classroom or through policy interventions. This issue underscores a fundamental reliance on external entities for the selection of equipment used in learning activities, potentially leading to the reemergence of equipment shortages. The implications of these challenges are twofold: firstly, educators may lack the expertise required to independently design activities in alignment with predetermined benchmarks; and secondly, the insufficiency of materials and equipment may not align with the specific context of the educational institution, encompassing geographical location and socio-economic status. Consequently, educators may resort to conventional and expedient teaching methodologies, such as lecture‑based instruction (Roche, Bell, Galvão, Golumbic, Kloetzer, Knoben et al., 2020).

One approach to address this issue involves the incorporation of do-it-yourself (DIY) activities, do‑it‑together (DIT) activities, as well as maker and tinker activities rooted in STEM, which can be linked to the neighboring communities of educational institutions. This strategy has the potential to enhance students’ comprehension of scientific concepts by taking into consideration the spatial factors of the local community. Scholarly articles and evaluations underscore the significant influence of maker and tinker activities on students’ knowledge and cognitive abilities, particularly at the secondary school level. Such activities are capable of nurturing innovation, problem-solving skills, and critical thinking among learners (Shi, Cheng & Wei, 2023; Soomro, Casakin, Nanjappan & Georgiev, 2023; Thompson, 2023; Balakrishnan, Kamarudin, Ma’rof & Hassan, 2023). The integration of maker education into academic curricula enriches the learning journey and encourages originality among pupils (Burdett & Ronfard, 2023). Educational environments like makerspaces, notably in STEM fields, have demonstrated a positive influence on students’ creative and analytical capabilities. Moreover, tinkering, a prevalent aspect of STEAM education, enables learners to partake in nonlinear approaches to problem-solving, thereby fostering mathematical involvement and creativity. Furthermore, tasks involving open-ended innovation, coupled with tinkering, have proven to boost children’s capacity for innovation by promoting exploration and multiple iterations in quest of solutions.

In light of the evident beneficial outcomes stemming from maker and tinker activities for learners, this study embraces and adjusts the DIY-Tinker-Maker Concepts, underscoring self-sufficiency in formulating and executing science education for aspiring educators during their practical training as teacher Interns. The sequence of activities in the Maker concepts typically progresses from do-it-yourself (DIY) with existing processes or adaptations to tinkering and inventing things (Bevan, 2017; Lee & Song, 2022). Maker activities involve hands-on creation, experimentation, and problem-solving, fostering creativity and innovation (Laywood, 2022). The Maker movement offers significant opportunities for students, especially those in disadvantaged conditions, by engaging them in activities that positively impact attitudes towards STEM subjects (Jones, Cohen, Schad, Caratachea & Smith, 2020). Maker education plays a crucial role in addressing the evolving demands of contemporary society by emphasizing creativity, design, and engineering processes in educational settings (Lin, Yin, Tang, Hadad & Zhai, 2020). Understanding the complexity of learning situations in makerspaces contributes to discussions about interdisciplinary learning, creativity, and the integration of informal making practices into formal educational settings. By embracing this methodology, it becomes feasible to transition the educational program away from conventional essentialism towards pragmatism and empiricism, fundamental pillars of scientific inquiry that can facilitate enhanced ingenuity and originality among educators and students.

This approach has been found to have numerous benefits for both students and teachers, it nurtures interdisciplinary skills such as computational thinking abilities and stimulates enthusiasm, involvement, and innovation among students (Spieler, Schifferle & Dahinden, 2022). Educators participating in makerspace undertakings have recognized advantages such as links to STEM educational goals, student drive, cooperation, and creativity. Nevertheless, obstacles such as evaluating projects, deficiency in digital skills, and sophisticated equipment impede the smooth assimilation of makerspace ethos into conventional educational environments (Winters, Farnsworth, Berry, Ellard, Glazewski & Brush, 2021). Makerspaces have been commended for empowering learners of diverse ages and proficiencies, endorsing experimentation, and promoting community establishment (Walan & Gericke, 2022).

This investigation seeks to improve the competence of science teacher interns in formulating and executing science education via STEM activities grounded in the DIY, Tinker, and Maker theoretical framework. The research findings consist of five collections of STEM activities crafted utilizing the DIY, Tinker, and Maker frameworks, along with information on the proficiency of the research subjects in formulating and executing science education. Furthermore, the initiative will facilitate the organization of science education encounters for volunteers engaged in the research, which can be applied to professional development for teachers. The DIY, Tinker, and Maker theoretical framework will be merged into practical applications and future investigations within the science education scholarly community. This strategy will not only elevate the capabilities of science teacher interns but also foster STEM education growth by motivating students to actively engage in their educational journey.

2. Methodology

This study utilizes a mixed-method approach, incorporating qualitative and quantitative methodologies to investigate the potential of the DIY, Tinker, and Maker conceptual framework in enriching STEM education. The primary aim of this study was to assess the efficacy of a framework centered on DIY, Tinker, and Maker ideologies in fostering the competency of teacher interns in design and implement science activities. This was achieved through the development and assessment of five specific STEM activities aligned with the principles of DIY, Tinker, and Maker.

2.1. Participants

The study included 13 teacher interns specializing in science disciplines (Physics, Chemistry, Biology) in the academic year 2020. The selection of participants followed purposive and volunteer sampling methods, and recruitment procedures were in accordance with the guidelines established by the Office of the Ethics Committee on Human Research at Chiang Mai University.

2.2. DIY Tinker Maker Activities

The researchers have devised five STEM undertakings grounded on the DIY, Tinker, and Maker conceptual framework. These tasks entail the creation or alteration of apparatuses through manual manipulation, rather than reliance on a pre-existing product. The tasks are crafted to encompass scientific principles from a range of fields such as physics, chemistry, biology, earth and space science, utilizing readily accessible and cost-efficient tools. The quintet of STEM activities formulated in alignment with the DIY, Tinker, and Maker concept are delineated below:

Unit 1: Experiment on UVC Box

Unit 2: Implementation of Digital pH Meter

Unit 3: Carbon dioxide Detector (Air Sensor)

Unit 4: Commencement & Unique Earth Board Game

Unit 5: Detection of Motion

The outcomes of the creation and execution of the five units are expounded upon in the findings and discourse part.

2.3. Data Collection

The assessment criteria for proficiency in crafting and executing science instruction are firmly rooted in the analysis of lesson plans and classroom observations. The assessment process consists of the subsequent stages:

  1. 1.Conducting a thorough examination of documents and literature to pinpoint fundamental aspects of the lesson plan according to the High-Impact Practices (HIPs) framework. 

  2. 2.Developing a rubric-based assessment instrument for lesson plans that includes components of High-Impact Practices (HIPs), drawing from the framework introduced by Chamrat, Apichatyotin and Puakanokhirun (2018). 

  3. 3.Presenting the rubric-based assessment tool to three specialists for their assessment and input. 

  4. 4.Editing the rubric-based assessment tool based on feedback from experts. 

  5. 5.Examining the lesson plans against actual teaching practices via in-person or online classroom observations, utilizing the triangulation approach and inter-rater reliability to ensure consistent assessment. 

  6. 6.Collecting data by compiling lesson plans through the Google Classroom platform as illustrated in Figure 1. 

 

Figure 1. Collection of lesson plans via Google Classroom system

2.4. Data Analysis

The data for this research were gathered from the lesson plans and learning records of teacher interns during their internship periods. This collection included 26 of initial and revised lesson plans (along with associated learning materials) from a cohort of 13 teacher interns. The content of these documents was systematically analyzed employing both descriptive statistics and content analysis techniques, as outlined by Neuendorf (2017). The content analysis procedure encompassed several steps: identifying underlying theories with a focus on High Impact Practices (HIPs) frameworks, constructing a conceptual framework, organizing analytical workshops, formulating a preliminary code and coding scheme, choosing exemplar content for detailed examination, ensuring the reliability of coding through verification, and performing the final data analysis using the established coding scheme. A minimum of two analysts were involved in the coding activity to ensure accuracy, with their findings being inter-rated for agreement. The outcomes of this analysis were then depicted through tables, figures, and quantitative data to illustrate the findings comprehensively.

Table 1 offers a succinct summary of the High Impact Practices (HIPs) along with concise explanations for each. The objective of this study is to evaluate the degree to which teacher interns applied these six dimensions in the creation and execution of their science lessons across two distinct instances, pinpointing the key attributes of successful lesson planning. Moreover, the research delineates the variation in the application intensity of each HIP component, providing insights into the prevalence of their use among teacher interns.

HIPs Aspect

Details

Well-Designed Lesson

Emphasizes lesson structure and preparation of learning intentions and objectives, advocating for lessons that are meticulously planned to align with student learning processes.

Cognitive Demand Variation (Learning Progression)

Concentrates on the development of learning pathways throughout a lesson, ensuring a scaffolded increase in cognitive demands and academic challenges.

Student-Centered Approach

Prioritizes student levels and prior knowledge at the lesson’s onset, encouraging teachers to minimize lecturing in favor of active learning opportunities for students.

Reflective Opportunities for Students

Highlights the importance of student reflection on learning, enhanced by teacher feedback. Encourages diverse forms of formative evaluation, such as discussions, drawings, and writings, to deepen student understanding.

Project-Based Learning Assignments

Targets challenges that require higher-order thinking and collaborative efforts, showcasing the effectiveness of Project-Based Learning in engaging students in complex problem-solving and project completion.

TPACK Reflection in Lessons

Focuses on the transformation of teacher knowledge into practical lesson design and delivery. Stresses that content knowledge, integrated with technological and pedagogical insights, is crucial for effective teaching and student success.

Table 1. Key Aspects of High-Impact Pedagogical Practices (HIPs)

2.5. Human research ethics

This research complies with the principles of human research ethics, in accordance with the Belmont Report (Beauchamp, 2008). The report outlines three foundational principles: (1) respect for persons, (2) beneficence, ensuring no harm and maximizing benefits, and (3) justice. The project, code COE 63/255, has been approved by the Chiang Mai University Research Ethics Committee and has received a Certificate of Exemption.

The research methodology employed in this study is illustrated through the research process diagram depicted in Figure 2.

 

Figure 2. Research process diagram

3. Results and Discussion

This section is divided into two main parts for a structured discussion of the findings. Part 3.1 focuses on STEM activities that are based on DIY, Tinker, and Maker frameworks, exploring how these methodologies influence learning and engagement. Part 3.2 examines the development of teacher interns’ competencies, specifically their skills in designing and implementing effective science instruction.

3.1. STEM Activity Based on DIY, Tinker, and Maker Frameworks

This section outlines the development of five STEM activities based on the DIY, Tinker, and Maker conceptual frameworks. These modules were designed to engage teacher interns in experiential learning, thereby enhancing creativity and problem-solving skills within STEM disciplines. The objective was to explore the potential of these activities to strengthen STEM skills and understanding, and to evaluate their effectiveness in enhancing the competencies of teacher interns in designing and implementing science instruction. Below, an overview of each module’s initial ideas, key concepts, and practical applications is provided.

3.1.1. Activity Module 1 UVC Box Experiment

During the COVID-19 pandemic, an activity box using ultraviolet light with a wavelength called UVC became widely used. This device emits electromagnetic waves in the wavelength range of approximately 100-280 nm (UVC Band), which can be applied in various experimental activities related to ultraviolet waves at these wavelengths. This set of activities serves as an example for students to gain practical experience in science and is suitable for use by science teachers. The activity box consists of a shoebox, foil, essential stationery such as a cutter, scissors, a ruler, and a tube that emits UVC light. It can be purchased online for about 130 baht (4$). Materials and final artifacts are shown in Figures 3 and 4.

 

Figure 3. Materials used in the fabrication of the UVC sterilization box

 

Figure 4. Ready-to-use UVC sterilization box

The primary purpose of using this lamp is to eliminate algae in aquariums. However, the DIY Tinker Maker concept can be adapted to create a UVC box for various experiments, such as testing the mold growth on bread exposed to UVC light for different durations, as shown in Figures 5 and 6.

 

Figure 5. Breads in Ziplock Bags Prepared for UV-C Exposure at
Different Durations Ranging from 0-5 and 10 Minutes

 

Figure 6. Bread Mold (e.g., Rhizopus Stolonifer) Appears in slices of bread
without Disinfection or with Insufficient UV-C Exposure

The UVC box is the first example of the DIY and Tinker concepts. It demonstrates how available materials can be repurposed for STEM-based activities in the classroom, known as Hacking. In the module, science teacher interns were challenged to create their own DIY equipment or experimental sets using items found in their environment. This approach promotes creativity and resourcefulness and encourages a hands-on learning experience that can be easily adapted to various educational settings.

3.1.2. Activity Module 2 Digital pH Meter

Laboratory experiments are crucial in the teaching and learning of chemistry. However, some schools, especially small ones or those not yet fully equipped, may not have the necessary equipment for these experiments, such as a pH meter. This lack of equipment can hinder the effectiveness of science learning and prevent students from reaching the expected learning outcomes. In recent years, computing science has been added as a new subject to the Thai science and technology curriculum to develop students’ computational thinking, technology literacy, media literacy, and digital technology. One such device that can be used in computational science experiments is the microcontroller, which can be used to measure scientific quantities with sensors. These devices are affordable and widely available.

In this module, the researchers proposed the following objectives: (1) to invent a microcontroller‑controlled digital pH meter and (2) to compare the performance of the digital pH meter with a standard laboratory pH meter and a pH meter in the Vernier LabQuest kit. The digital pH meter developed in this study is low-cost and easy to assemble, using available materials from online platforms. It performs similarly to the standard pH meter used in the laboratory and can be used as a replacement for it. This digital pH meter can be used in chemistry learning and incorporated into integrated STEM lessons. In fabricating a digital pH meter, the following equipment is used: a pH controller electrode probe with a BNC connector, a sensor module with a monitoring control board, an LCD screen with a 16 × 2 LED display and LED backlighting, and an Arduino UNO R3 microcontroller. The steps for creating the digital pH meter include:

  • •Studying concepts and researching the acid-base theory and the integration of computational science in chemistry content. 

  • •Studying the relevant code and modifying it using the Arduino IDE program. 

Experimenting with connecting various devices while checking and editing the code. The digital pH meter has a connection circuit as shown in Figure 7, with the Arduino microcontroller and sensor connection board shown in Figure 8.