Now showing 1 - 2 of 2
  • Publication
    Open Access
    Applying concepts of plant nutrition in the real-world: Designing vertical farming systems
    (Taylor & Francis, 2022) ; ;
    Koh, Jaime Li-Ching
    ;
    ;
    Koh, Dominic Jing Qun
    This integrated STEM activity on the design of a vertical farming system has biology as the lead discipline and relates to the concept of photosynthesis. Students investigated the optimal design of vertical farms that will deliver appropriate amounts of water, sunlight and carbon dioxide to plants such that there will be optimal yield. Through design, testing and refinement of their design, students appreciate the connections between photosynthesis, food supply and design.
    WOS© Citations 1  88  18
  • Publication
    Open Access
    Developing an integrated STEM classroom observation protocol using the productive disciplinary engagement framework
    (Springer Nature, 2023) ;
    Koh, Jaime Li-Ching
    ;
    ;
    STEM education and research has gained popularity internationally over the last decade. However, there is a lack in specifications in existing K-12 STEM classroom observation protocols of how features of an integrated STEM experience/lesson would lead to desired outcomes and how those outcomes should be measured. To bridge this gap, we propose the development of a new integrated STEM classroom observation protocol (iSTEM protocol). This article describes the ongoing development work of the iSTEM protocol, which features two creative attempts. Firstly, the productive disciplinary engagement framework is adapted to design a classroom observation protocol that provides a coherent frame of design principles to be met to achieve desired 3-dimensional pedagogical outcomes. Secondly, interdisciplinarity of student engagement was interpreted in terms of the extent to which students take a systematic and disciplinary-based approach to make and justify decisions during STEM problem-solving. The iSTEM protocol comprises 15 items (4-point scale) rated holistically for the extents to which evidence was found in the observed lesson for (1) the 3-dimensional pedagogical outcomes of productive interdisciplinary engagement (five items) and (2) problematising, resources, authority, and accountability design principles (10 items). The accompanying iSTEM profile visually represents and communicates the strengths and inadequacies in design principles, thus providing explanations for extents of students’ productive interdisciplinary engagement. The iSTEM protocol will contribute as a research tool for STEM education researchers and as a pedagogical guide for STEM classroom teachers to improve their design of STEM learning experiences.
    WOS© Citations 1Scopus© Citations 2  72  16