School-STEM Professionals Collaboration: Impact on teachers’ conceptions and students’ attitudes towards STEM

A three-phase design-based approach was adopted in the design of authentic STEM inquiry activities with pre-study and post-study comparisons. The investigation of change in teachers’ conceptions of STEM education involved the use of the drawing of mind maps as well as interviews. Factors influencing the implementation of STEM activities in the classroom were identified through lesson observations of the instructional approaches. The change in students’ attitudes towards STEM was studied using pre-lesson and post-lesson surveys and interviews.

Funding Source: RGC - General Research Fund (GRF)