Developing an Integrated STEM Classroom Observation Protocol Using the Productive Disciplinary Engagement Framework.

Area of Science:

• STEM Education Research
• Classroom Observation Protocols
• Pedagogical Frameworks

Background:

• Growing international popularity of STEM education and research.
• Existing K-12 STEM observation protocols lack specificity in linking integrated STEM features to desired outcomes and measurement.
• Need for a tool to bridge the gap between integrated STEM lesson design and measurable outcomes.

Purpose of the Study:

• To develop and describe a new integrated STEM classroom observation protocol (iSTEM protocol).
• To provide a coherent framework for assessing 3-dimensional pedagogical outcomes in STEM lessons.
• To offer a tool for improving the design of STEM learning experiences.

Main Methods:

• Adaptation of the productive disciplinary engagement framework.
• Interpretation of interdisciplinarity in student engagement during problem-solving.
• Development of a 15-item, 4-point scale protocol with holistic ratings.
• Inclusion of an iSTEM profile for visual representation of findings.

Main Results:

• The iSTEM protocol assesses 3-dimensional pedagogical outcomes of productive interdisciplinary engagement (5 items).
• It evaluates design principles: problematising, resources, authority, and accountability (10 items).
• The iSTEM profile visually communicates strengths and weaknesses in design principles.

Conclusions:

• The iSTEM protocol offers a novel research tool for STEM education researchers.
• It serves as a pedagogical guide for K-12 STEM teachers to enhance lesson design.
• The protocol facilitates a deeper understanding of how integrated STEM features lead to desired student outcomes.