International Research Collaborations: A Beneficial Prospect

Dr. Samia Khan was invited to deliver the keynote address at a seminar on International Research Collaborations. She described different scales of research collaborations and their relationship to policy as well as the story of how mii-STEM was born. As part of the talk, Dr. Khan invited mii-STEM Country Leads to share their thoughts on the mii-STEM international research collaboration in its 5th year. Here are some short snippets of the benefits from two of our country leads:

Hello everyone, my name is Nguyen Van Bien, and I am from Hanoi National University of Education in Vietnam. Hanoi National University of Education is the oldest university in Vietnam for teacher education, founded in 1945. We are the main contributor in the country for teaching every subject and all school levels, from childhood to K-12. Each year, we have an average of new 7,000 students. I joined MII-STEM as a country leader, and it is an honor to be a part of this group. The benefits of being part of MII-STEM include opportunities for collaboration and networking, sharing best practices and resources, and gaining access to training and professional development opportunities. I am very excited to be working on upgrading our next MII-STEM course 2.0. We hope that we can develop not only an offline course about STEM teacher training but also a blended course about MII-STEM.

My name is R. Ahmad Zaky El Islami. I have been working as Assistant Professor of Science Education at Universitas Sultan Ageng Tirtayasa in Indonesia since 2015. This university is the only public university in my province, Banten province under the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. Every year the university graduates around 300 science teachers or around 400 STEM teachers. My responsibility at my University is teaching and conducting research in science education or STEM education. In addition, I am the Editor-in-Chief of a WoS indexed journal in science education at my University. My role in MII-STEM is as the country leader for the Indonesian team. The benefits of the MII-STEM group for my country are very important because since the MII-STEM project started in 2018 in Scotland, STEM education in Indonesia has become more popular with the many international conferences, workshops, research collaborations that have been conducted. Another benefit for myself is that we have published article in a reputable Journal and also presented our MII-STEM results in several conferences around the world like Japan, Vietnam, and the Philippines.

During the two day long event, seven lessons learned about international research collaborations were also described as were features of our mii-STEM group methodology, including: “The Dundee Method”, a gallery of engagement with country profiles and various contexts, design-based research and the role of “curriculum design-sprints” in curriculum development, distributive meeting structure, and attention to graduate mentorship.

“Everyone is a Designer”: A Curriculum Design Sprint for a MII-STEM 2.0 Curriculum

My name is Ngan Le, and I am a PhD Student at the Hanoi National University of Education, in Hanoi, Vietnam and a member of MII-STEM. The MII-STEM group recently held a Design Sprint over two mornings to build a mii-STEM 2.0 curriculum based on all the research trials in actual science teacher education classrooms of all three countries: Thailand, Indonesia, and Vietnam. A design sprint is a way of working in which every member of the group is considered a designer. A “curriculum design sprint” is MII-STEM’s term for a framework for answering critical questions about curriculum through design, prototyping, and later, testing ideas about the curriculum with stakeholders and participants.  It is based on Google’s Design Sprint methodology, toolkit and templates.

In the two mornings of our design sprint, everyone did all of the best to discuss and suggest many exciting ideas with the leadership of Prof. Samia Khan. In advance of the design sprint, each member reflected what was salient about the MII STEM course we taught in teacher education with an advanced survey, including questions, such as: what would success look like for mii-STEM, what evidence do we have that the mii-STEM curriculum was effective, etc.?

The design sprint occurred in three phases, as shown in the picture. There are 11 members present, including professor and Ph.D. students joining to revise our science teacher education curriculum.

Adapted from: https://designsprintkit.withgoogle.com/resources/tools

On the first day, after the introduction of Prof. Samia, representative sof each country shared achievements and challenges involving the practical implementation of our curriculum in teacher education for future science teachers and working science teachers. For this section, everyone has an opportunity to review all pros and cons of the MII-STEM 1.0 curriculum. Right following the review phase is the HMW section, in which we wrote all “How might we” questions about what we need to do next for the MII  STEM course. In general, all three countries had some common main remarkable points about the target participants, the mode of delivery of class – online or offline or blended, and MII-STEM learning outcomes with appropriate assessments. Based on these points, we moved on to “crazy 8’s”. Each country listed 8 ideas in 8 minutes. After that, everyone engaged in “dot voting”. Each member has three dots to vote for three exciting ideas that he/she thinks the most prominent to be considered soon for a revised MII-STEM 2.0 curriculum.

After voting, we found out that there are three prominent issues that we may focus on doing for the next step: (1) Redefine MiiSTEM Framework 2.0, (2) Develop an In-Service Teacher Education course ; (3) Revise all assessment tools for Mii-STEM course. Prof. Samia Khan divided us into three breakout design groups on zoom for discussion. Each design group worked together and sketched a picture of what we will do for the following day. 

On the second morning, we paid attention to three remarkable issues and sketched out a “journey map” for the future. We continued working in group and put the most effort into making our issue more and more realistic. There are so many results gotten in the second morning. All of us were very happy about our work. 

For me, it has been a wonderful curriculum Design Sprint. I have learned a lot from this experience, such as organizing a design sprint and working as group to create new ideas. The most crucial result of the design sprint is that we can see what we should do next for new MII-STEM curriculum research. 

Thank you to all the professors for giving me an opportunity to join the project. 

Thank you to all Ph.D. friends for letting me learn more from you. 

Major Symposium on Models and the Future of STEM Teacher Education

The word ‘models’ has been used with the Pandemic throughout the world, with over 249 million social media hits in the last three months, yet many of our STEM teachers and students are not readily equipped to reason with these models themselves or teach with them.

In an online symposium July 31, 2020 attended by over 80 scholars in ASEAN countries, Professor Samia Khan introduced “model-based teaching in science education”, its history from science and its connection to science education. The webinar was attended by researchers and students of Kasetsart University, Thailand, Hanoi National University of Education, Vietnam, and Universitas Sultan Ageng Tirtayasa, Indonesia.

Professor Khan also discussed recent applications of this approach in a course on preservice science teacher education with technology.

The mii-STEM international research team presented the mii-STEM “Model-based Integrated Inquiry STEM” research program which focuses on model-based teaching and inquiry for STEM teacher education.

A panel discussion addressed questions around challenges of implementing STEM, advantages and disadvantages of model-based teaching, and the limitations of models.

MII-STEM supports me on my future path of education

My name is Xuan and I am a third-year student at the Faculty of Physics, Hanoi National University of Education, in Vietnam. I would like to share my thoughts and experiences of the MII-STEM course, which is a collaboration between the University of Dundee in Scotland and three Universities in Southeast Asia countries: Vietnam, Indonesia, and Thailand.

First of all, I would like to express my most sincere thanks to Dr. Nguyen Van Bien, who has given me and the other students an excellent opportunity to get closer to STEM education.

Before starting the MII-STEM course, I simply understood STEM as an integrated teaching model for Math, Science, Technology, and Engineering. I am aware that STEM education is a hot and new trend in Vietnam, and teachers need to educate themselves about this teaching method.

During the MII-STEM course, I learned a lot of things and really deepened my understanding of the content. As well as theoretical learning, we were involved in practical activities, creativity and product design. All the participants in the course made great efforts and were very enthusiastic.

The course faced some disruptions due to the COVID-19 pandemic, which meant that the majority of the classes were taught online.

Online MII-STEM class
Online MII-STEM class

 


Every lesson in the project broadened my understanding of STEM education and model-based teaching, which not only gave me valuable knowledge but also supports me on my path of education in the future.

Thanks to University of Dundee for giving us this opportunity to experience a memorable class.

The MII-STEM class

Nguyen Thi Thanh Xuan
Third-year student
Faculty of Physics
Hanoi National University of Education

 

Broadening my perspective of STEM education

As a future educator, I am keenly aware of the purpose of education, which is not just about giving students knowledge, but supporting the development of their personalities. To do that, teachers themselves need to be well-prepared and, importantly, stay up-to-date with global developments.

These days, STEM (Science, Technology, Engineering, and Mathematics) education is on the rise globally. The benefits brought by STEM education compel me to gain a deeper understanding of this teaching method.

Recently, I was given the opportunity to learn about MII-STEM, an international research project which aims to improve the quality of teacher education in STEM across Southeast Asia. Without any hesitation, I signed up for the project because I believed that it would be amazing and valuable experience. And I was right.

The highlight of the course is that it is so up-to-date. Every piece of information and message conveyed in the course is selected carefully from trustworthy sources, and most of them are from new research. As a result, my understanding of STEM education has significantly broadened and diversified.

Before the course, I had some misunderstandings such as thinking that STEM education is all about making science products. However, after taking the course, I now have a broader and multidimensional perspective.

I was also introduced to many useful multidisciplinary topics and ways to apply these and develop them to different contexts. Furthermore, directly experiencing, designing and organising STEM lessons under the guidance of professors in the field supported me greatly to achieve a panoramic picture of STEM education.

Besides helping to expand my understanding of STEM, the course was also a great opportunity for me to meet and make friends with many talented students who share this similar interest.

In conclusion, I highly recommend MII-STEM to anyone who wants to deepen their understanding of STEM education. Lastly, I want to say “thank you” to Prof.Bien, as well as the MII-STEM team, for providing me with this great experience that will support my path of becoming a good teacher in the future.

Dat Nguyen Duc
Third-year student
Physics faculty
Hanoi National University of Education

Exciting and unforgettable: reflections on MII-STEM implementation in Indonesia

These are the two words I would use to describe the implementation of the MII-STEM curriculum at Universitas Sultan Ageng Tirtayasa in Indonesia: exciting and unforgettable.

This comes not only from my observation of pre-service science teachers during implementation and their responses during and after implementation, but also reflects the support of others in the university. This includes the Rector, Vice Rector, Dean of Faculty of Teacher Training and Education, Vice Dean in Academic Affairs, Head of Department of Science Education, Head of Department of Biology Education, Head of Integrated Science Laboratory, Head of Biology Laboratory, Head of Laboratory of Microteaching, and other lecturers and staffs.

All of these people contributed to the successful implementation of the curriculum. It would not have been possible without their help. I want to particularly acknowledge Assoc. Prof. Dr. H. Aceng Hasani, M.Pd. who was Dean of Faculty of Teacher Training and Education at the time, now Vice of Rector 4 of Universitas Sultan Ageng Tirtayasa, who has always supported me from the start of the project.

I implemented the MII-STEM curriculum with the support of my research assistant, Indah Juwita Sari, M.Sc., lecturer at the Department of Biology Education and also alumni of this department. I was also assisted by three pre-service biology teachers, students of Indah Juwita Sari at the university. They helped with the observation of pre-service science teachers’ activities during implementation. So there was a team of four observers collecting data.

We taught the curriculum, a total of 15 lesson plans, in December 2019 to a group of 25 pre-service science teachers. They seemed to enjoy the lessons which they approached with real enthusiasm and curiosity. This was confirmed when I interviewed them after implementation.

The pre-service teachers saw the MII-STEM curriculum as a new teaching strategy, a view that I share, as STEM education in Indonesia is still very new. We all enjoyed being part of an international project, knowing that curriculum was developed by researchers from four countries – Scotland, Indonesia, Vietnam, and Thailand.

I would like to thank Professor Samia Khan, Ph.D. from the University of Dundee, Assoc. Prof. Dr. Nguyen Van Bien from Hanoi National University of Education, Vietnam, and Assoc. Prof. Chatree Faikhamta, Ph.D. from Kasetsart University, Thailand, who gave me this opportunity to part of this international research collaboration “Science education in Southeast Asia: Teacher Training for Quality Education in STEM”. I would also like to thank all the research assistants in this project and to Karis McLaughlin who provides communications and project support.

Finally, let’s enjoy the video we made about MII-STEM implementation in Indonesia!

R. Ahmad Zaky El Islami
Universitas Sultan Ageng Tirtayasa, Indonesia

Modelling can be used to foster student learning in science

I have a long-standing interest in modelling, with prior experience teaching Chemistry (atomic structure) at a high school in Taiwan high school.

Around that time I became aware of a research project “exploring modelling integrated analogy-based teaching on students’ conceptual understanding and modelling competencies” which had a positive outcome on students’ performance. This research added to the ongoing conversation about model-based learning and science teaching, and sparked my interest in the topic.

I have also been engaged in STEM curriculum at different educational levels (see photos below), which has enriched my knowledge of STEM education.

Because of these empirical studies, I know that models and modelling can be used to foster student learning in science.

With integrated STEM education constantly evolving, more research is needed on how modelling can be developed to meaningfully link the STEM disciplines.

The MII-STEM project adds to this body of work by providing an in-depth look at modelling as practiced in Indonesia, Thailand and Vietnam, to inform future STEM educators’ teaching.

Model-based teaching in Chemistry

 

A STEM implication in high school

Students’ STEM project

During the MII-STEM project process, our team revised lesson plans for the MII-STEM curriculum several times. Once a country completed the teaching intervention, a team meeting was organised to discuss and reflect on the issues that arose in the classroom, for example, teaching time, materials and students’ misconceptions of the content.

The MII-STEM lessons include both theory and practical activities. For example, they explore questions such as: What’s the meaning of STEM? What is model-based inquiry? How do future teachers implement model-based inquiry in teaching STEM?

The curriculum includes some classic science activities such as the Black Box, Fruit Battery and Right the Light LEDs. These practical tasks provided students with the opportunity to understand that a phenomenon may be modelled in more than one way. The activities demonstrated different elements of integrated STEM education.

I am enjoying the cooperation process of this project, which not only strengthens the academic communication between the UK and the SouthEast Asian countries, but also provides a valuable STEM curriculum design and practical reference for science educators. It is an important contribution to the development of model-based pedagogies for STEM education classrooms.

Song Xue, 薛松
Ph.D. Student, Science Education
The School of Education and Social Work
The University of Dundee, UK

My experience as a Ph.D. visiting scholar at the University of Dundee

I would like share my positive experience of studying at the School of Education and Social Work of the University of Dundee as a Ph.D. visiting scholar.

First of all, I would like to say “thank you very much” to Prof. Samia Khan (my co-supervisor) and Prof. Chatree (my supervisor) who have given me this great opportunity and enabled a scholarship for me to visit here.

During my four months in Scotland, I have learnt a lot, both academic knowledge and other experiences outside the classroom. I have been able to join many classroom sessions to observe and learn how the teacher manages the class and how the students learn. This included many interesting seminars that are very useful and meaningful for me because I can learn from the education system in Scotland and adapt it to the classroom in Thailand.

Moreover, I am very grateful that I met so many Ph.D. international friends here. We built a community for sharing knowledge and helping one another. These friendships will remain a wonderful memory for me.

Furthermore, I very feel lucky to have met Prof. Samia Khan here and I’m grateful for the warm welcome she gave me. She taught me so much, supported me with my thesis, and gave me the opportunity to do research for the MII-STEM project.

As part of the MII-STEM project, I assisted with research and data collection related to science education in Scotland.  I helped gather information about the Scottish science curriculum for comparison with the other three countries: Vietnam, Indonesia and Thailand. I also helped develop some of the MII-STEM lesson plans which focused on how to integrate modelling into STEM teaching. It’s been a very valuable experience for me.

I have learnt many things at this University. I have learnt a lot about the lovely culture of the Scottish people. I was able to improve my English language during my stay. I am appreciative of many things here: the weather, the fairy tale atmosphere, the kind people, and the good education system. These four months have been an unforgettable experience.

Thank you very much for this opportunity to be a Ph.D. visiting scholar at the University of Dundee.

Ms. Vipavadee Khwaengmek
Ph.D. visiting scholar from Kasetsart University, Thailand

MII-STEM project kicks off with international meeting in the UK

On 3-7 June 2020, the lead researchers of the project convened at the University of Dundee, Scotland, for week-long meeting to kick start the MII-STEM project.

Professor Samia Khan, presently at the University of British Columbia, was joined by R. Ahmad Zaky El Islami from Universitas Sultan Ageng Tirtayasa in Indonesia, Dr Chatree Faikhamta from Kasetsart University in Thailand, and Dr Nguyen Van Bien from Hanoi National University of Education in Vietnam.

The team presented country profiles of Scotland, Indonesia, Thailand and Vietnam, summarising information about their country context, the secondary science curriculum, science teacher education, and the policy drivers for STEM and science education.

The researchers compared and contrasted the secondary school science curricula and the science teacher education programs in each country.

They also began sharing ideas and planning the MII-STEM curriculum – a teachers training course to focus on modelling in STEM.