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RESEARCH PAPER
Exploring teachers’ epistemological framing through classroom discourse in 6E-STEM classes: From perception to practice
1
Faculty of Physics, Hanoi National University of Education, Hanoi, VIETNAM
2
Center for Research and Teacher Professional Development, Hanoi National University of Education, Hanoi, VIETNAM
3
Department of Education and Futures Design, Tamkang University, Taipei, TAIWAN
4
Tunghai University, Taichung, TAIWAN
5
Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN
6
Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, TAIWAN
7
Department of Biology, Universitas Negeri Malang, Malang, INDONESIA
Publication date: 2024-09-02
EURASIA J. Math., Sci Tech. Ed 2024;20(9):em2501
KEYWORDS
ABSTRACT
This study investigated teachers’ enactments in 6E-STEM implementation with technology
integration. Teachers’ professional development utilized coaching and examining teaching and
learning as strategies. Coaches trained three Vietnamese teachers for content, pedagogical
content, and technological pedagogical knowledge through intensive STEM curriculum examples.
Basic electrical engineering and application of technology for science learning curriculum was
designed in 6E instructional model. In addition, CloudClassRoom was integrated with the
curriculum to record students’ performance. After coaching, three teachers had practical teaching
with 107 students in junior high schools. Each class was implemented in three classes. Examining
teaching and learning was conducted to investigate teachers’ epistemological framing in teaching
6E-STEM. Classroom videotapes, and teachers’ responses to interviews were analyzed by NVivo.
The key results show that delivering an artifact was a function of teachers’ framings in STEM
teaching. However, teachers desired students to provide engineering knowledge, socialize
scientific explanations, or develop students’ creativities depending on the individual.
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