Teacher’s Instructional Strategies in Multimodal Modeling-Based Activities for Teaching and Learning the Moon Phases

• In Event: Roundtable Session 25
  In Roundtable Session: What Did I Read? Multiple Literacies in STEM Teacher Education

Abstract

Despite the affordances of model-based inquiry, teachers have challenges to implement modeling-based instruction. We focus on designing a participatory learning environment to scaffold teachers’ co-designing the Embodied Modeling-based Inquiry Activity (EMBIA) and to support students’ astronomical concept learning. This qualitative study specifically reports on the role of the teacher in the EMBIA to improve students’ understanding of the moon phases. Case study is used for in-depth understanding of his instructional strategies to support eight secondary students in Singapore. Multiple data sources are collected to triangulate our interpretation. Seven strategies are emerged to characterize his instructional strategies. This implies the importance of the collaborative efforts with the research team in a participatory learning environment.

Authors

• Mi Song Kim, University of Western Ontario

• Wei Ching Lee, Nanyang Technological University

• Xiaoxuan Ye, Nanyang Technological University