EXPLORING VIRTUAL FIELD TRIP INTEGRATION IN STEM EDUCATION: INSIGHTS FROM A MULTIPLE CASE STUDY

Date

2024-9-06

Author

Güzeller, Gizem

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Virtual Field Trips (VFTs), which offer teachers innovative ways to extend learning beyond the classroom boundaries in real-world contexts, have begun to increase considerably, especially after the pandemic. However, there is limited information in the literature regarding effective pedagogical strategies when utilizing VFTs in integrated STEM (Science, Technology, Engineering, and Mathematics) education. This study aimed to investigate how middle school mathematics teachers design and implement VFT-supported STEM lesson plans in micro-teaching settings as part of a graduate course. Additionally, it aimed to investigate teachers’ views on STEM and VFT environments, their experiences when integrating these environments into the STEM lesson plan, and the challenges they face. The graduate course content was designed to deepen teachers' understanding of integrated STEM education through the strategic use of VFTs as a pivotal educational tool. The study employed a qualitative multiple-case study methodology to explore the integration of VFTs in integrated STEM education. Data were collected through semi-structured interviews with four middle school mathematics teachers, observations of lesson implementations in a micro-teaching setting, and analysis of lesson plans they prepared. The thematic analysis was rigorously conducted. This comprehensive approach facilitated the emergence of critical themes, which include VFT integration as the contextual framework, content integration, emphasis on real-world problem-solving, cultivation of 21st-century skills, and preparation for STEM careers. The findings revealed the potential of VFTs in enriching STEM education. Furthermore, this study highlighted the importance of teachers’ choices in efficiently using these environments in STEM education, offering valuable insights into effective integration strategies.

Subject Keywords

Virtual Field Trips, Integrated STEM, Middle School Mathematics Teachers, Lesson Plan Design, Case Study

URI

https://hdl.handle.net/11511/111562

Collections

Graduate School of Natural and Applied Sciences, Thesis