TY - GEN
T1 - Exploring Student Engagement and Teacher-Student Interaction Patterns in Collaborative STEM PBL courses through Epistemic Network Analysis
AU - Kuo, Ting Yen
AU - Chen, Ssu Kuang
AU - Lin, Sunny S.J.
N1 - Publisher Copyright:
© 2023 Asia-Pacific Society for Computers in Education.
PY - 2023/12
Y1 - 2023/12
N2 - To assess junior high school students' engagement in collaborative STEM project-based learning courses, this study employed a web-based observation protocol called COPIE-STEM to collect classroom observation data. This protocol coded data based on the ICAP theory and teacher instructional approaches. Over the course of six weeks, data on student engagement behaviors and teacher behaviors were gathered. In addition to using coding and counting methods, Epistemic Network Analysis (ENA) was employed to explore the trajectory of the STEM-PBL course during these six weeks. The results revealed that passive student engagement behaviors and teacher-centered behaviors clustered on the left side, while active student engagement behaviors and student-centered teacher behaviors clustered on the right side. Furthermore, examining the network graphs for each week's courses showed that as the course progressed, instruction shifted from teacher-centered to student-centered, and students exhibited higher levels of engagement. These findings provided insights into the dynamics of STEM-PBL classrooms.
AB - To assess junior high school students' engagement in collaborative STEM project-based learning courses, this study employed a web-based observation protocol called COPIE-STEM to collect classroom observation data. This protocol coded data based on the ICAP theory and teacher instructional approaches. Over the course of six weeks, data on student engagement behaviors and teacher behaviors were gathered. In addition to using coding and counting methods, Epistemic Network Analysis (ENA) was employed to explore the trajectory of the STEM-PBL course during these six weeks. The results revealed that passive student engagement behaviors and teacher-centered behaviors clustered on the left side, while active student engagement behaviors and student-centered teacher behaviors clustered on the right side. Furthermore, examining the network graphs for each week's courses showed that as the course progressed, instruction shifted from teacher-centered to student-centered, and students exhibited higher levels of engagement. These findings provided insights into the dynamics of STEM-PBL classrooms.
KW - Epistemic Network Analysis
KW - instructional approach
KW - STEM project-based learning
KW - student engagement
UR - http://www.scopus.com/inward/record.url?scp=85181767863&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85181767863
T3 - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
SP - 173
EP - 182
BT - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
A2 - Shih, Ju-Ling
A2 - Kashihara, Akihiro
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Ogata, Hiroaki
A2 - Baker, Ryan
A2 - Chang, Ben
A2 - Dianati, Seb
A2 - Madathil, Jayakrishnan
A2 - Yousef, Ahmed Mohamed Fahmy
A2 - Yang, Yuqin
A2 - Zarzour, Hafed
PB - Asia-Pacific Society for Computers in Education
T2 - 31st International Conference on Computers in Education, ICCE 2023
Y2 - 4 December 2023 through 8 December 2023
ER -