An e-Twinning Practice on Interdisciplinary Teaching Method: Integration of Physical Education with Physics, Biology, Mathematics and Technology Lessons (PE-STE(A)M)
Project no. 22977 · Status: Kapanmış (Yayın bekleniyor) · 2021
Summary
<p>The aim of the study was to investigate the students and teachers’ experiences and educational outcomes during interdisciplinary teaching practices based on PE-STEAM. Mixed-methods embedded design was used in the study considering longitudinal design. The sample of the study was consisted of 12 teachers, 2 experts and 56 students who participated the PE-STEAM practices while 47 students considered as control group who took part in traditional educational settings at their schools. PE-STEAM practice modules included the integrated subjects as follow: PE-Mathematics, PE-Physics, PE-Biology, PE-Technology, respectively. Data collection techniques were consisted of survey, semi-structured interviews, document analysis, unstructured observations. In this regard, demographic information form, two separated attitude scale for STEM and PE, semi-structured interview forms, an analytic rubric to specific to project content, project documents and researcher field notes were applied as data collection tools. In the quantitative analysis, descriptive statistics, Mann-Whitney U, Wilcoxon signed rank and Friedman tests were used while thematic analysis was conducted considering trustworthiness techniques. Post-test scores of treatment and control groups were significantly different with small effect sizes in sub-dimensions of STEM attitudes (r = .220-.281, p<.05) and with medium effect size in total scores of STEM attitude (r = .340, p<.05). Conversely, there was no statistically significant difference in attitudes towards to Physical Education in post-test scores (p>.05). Results obtained from analytic rubric revealed that there were fluctations and non-linear tendencies in outcomes of students according to different modules. Multi-dimensional themes related with interdisciplinary learning and teaching settings emerged by qualitative analysis. These thmes were identified as follow: “connected and meaningful learning, “diversity and colourfulness in teaching/learning styles”, “transfer in learning and teaching”, “learning dimensions specific to PE”, “cooperation, social and cultural interaction”, “techno-pedagogical frameworks”, “multi-dimensional teacher identity and professional development”, “transformation and breaking prejudices”, “awareness on career fields”, “integration of scientific research nature". Conversely, sub-themes including “problems regarding to online education and technology usage”, “overhelming PE to excessive theory and digital technologies”, “differences and inequalities in participant levels”, “problematic dimensions regarding to project and process management”, “inconsistencies in plan, content and applications” were identified under the main theme of “negative dimensions and criticism”. In conclusion, the integration of PE with STEM fields has a novel potential to boost up holistic, creative, meaningful, permanent learning environment for students and substantial and multidimensional pedagogical experiences for teachers. However, limitations and barriers should be also considered to reach the potential of integration and targeted outcomes. In this regard, practice-based nature of PE, limitations of integration, marginalization, quality and amount of technology use, plan, management and content should be considered as risks for creating high quality learning environments in integrated PE settings.</p><p> </p><p><strong>Keywords:</strong> STEM, Physical Education, Sport, Interdisciplinary Teaching, eTwinning, Math, Physics, Biology, Informatics and Technology</p>