Designing and Analysing STEM Studios for preservice teacher education

Abstract

There is a need for approaches to understand the teaching and learning of STEM and STEAM in schools in order to prepare preservice teachers for innovative classroom practice. In this paper we use a combined design approach to examine the activity of school students, preservice teachers and graduate STEAM students in two STEM Studios at a University in Queensland. We present our revised conceptual model based on earlier iterations as part of an OLT funded project. Multimodal learning analytics approaches will be applied in order to understand the integration of knowledge processes, epistemic cognition, collaboration and tool use.