As I began ETEC 533, I felt that I was ‘hiking’ in a new area. When the course first began I spent time mapping out my semester, printing off the course schedule, and highlighting markers to watch for on the way. However, after I took those first few steps I felt that I had forgotten essential items, and that the end was nowhere in sight. I kept making my way back to the beginning, ensuring I was headed in the proper direction. It took a lot of extra time and energy, as I felt that I was navigating between multiple trails simultaneously. On the way to the peak, I noticed that I was constantly reflecting on the readings and discussions, trying to find connections to a primary aged learning environment. This was difficult as many of the ideas presented were geared toward upper elementary and highschool aged students. I spent extra time researching these ideas, trying to locate scholarly articles with research in elementary schools. I also found that I was paying attention to the ideas presented that supported core competency development, which aligns with BC’s new curriculum. I think collaboration is integral when using technology, allowing students to develop critical and creative thinking skills, as well as communication skills as they share ideas and build upon others. I want to provide my students learning opportunities in the classroom that they can transfer into the real world. I also want STEM activities to help students problem-solve, which will equip them with skills they need in everyday life.

The patterns or themes in my thinking that occurred throughout this course, was how I could use the ideas to provide cross-curricular learning opportunities. Research shows that cross-curricular learning environments is where students learn best (Parker, Heywood, and Jolley, 2011). It is important for students to make connections between curricular competencies. I was continually looking for ways to link design thinking with STEM. In the new BC Curriculum, the Applied Design, Skills, and Technologies curriculum encourages students to develop creative and critical thinking skills. Looking at the TELE’s presented, there are many opportunities for students to utilize design thinking, specifically during STEM or STEAM challenges. After working through this course, I took what I learned and provided my students the opportunity to share their learning by building a Rube Goldberg machine. Students used design thinking as they engineered a contraption that would incorporate the curricular competencies of force and motion. One study found that “design thinking skills are not merely extras, but can in fact aid students in core subject areas as well as building cognitive and social skills. It is an important and highly useful mode of inquiry that puts ‘doing’ and ‘innovating’ at the centre of the problem solving. It has the potential to engage students in ways that are inclusive of their diversity, makes school learning relevant to real, pressing local and global issues, which can enhance motivation to learn” (Carroll, 2014). I was looking for ways to use design thinking and empathy, while understanding the need for mathematical and scientific concepts. If students can understand why STEM is important, maybe they will see the value and be motivated to learn and take ownership over their learning outside the classroom.

This course has impacted my beliefs, thinking, and practice regarding math and science education by highlighting the importance of constructivism, a theory about  ‘knowing” and ‘learning’ which states that knowledge cannot be directly transmitted from teacher to student, but rather actively constructed by the learner (Bodner, 2001). Through the discussions and readings, it is evident that students need hands-on learning opportunities. Technology enhanced learning environments provide students with tools for immediate feedback, problem-solving opportunities, and ways to test their understanding. I have been encouraged to adapt my math program to include embodied learning. I am also excited to incorporate more STEM challenges to promote critical thinking and collaboration amongst students. In the past, students have shared that STEM challenges were their favourite activities. I want to include more challenges that align with the big idea or curricular competencies we are working on, so students have a chance to develop their understanding and share evidence of their learning. Through technology, students can document their learning through an ePortfolio. Students can reflect on their learning, and go back to see the learning taking place. I think this is powerful, and I am excited to see my students grow and develop the core competencies in the coming year.

References:

Bodner, G. (08/2001). Journal of chemical education: The many forms of constructivism American Chemical Society. doi:10.1021/ed078p1107.4

Carroll, M. P. (05/02/2014). Journal of pre-college engineering education research: Shoot for the moon! the mentors and the middle schoolers explore the intersection of design thinking and STEMPurdue University Press. doi:10.7771/2157-9288.1072

Parker, J., Heywood, D., & Jolley, N. (2012). Developing pre-service primary teachers’ perceptions of cross-curricular teaching through reflection on learning. Teachers and Teaching, 18(6), 693-716. doi:10.1080/13540602.2012.746504