Fostering Teachers’ STEAM Epistemic Views in a Knowledge-Building Environment (Poster 29): Division C - Section 3b: Technology-Based Environments, Stage 1, 12:43 PM

• In Event: e-Lightening Ed-Talk Session 2 - Stage 1

Abstract

This study applied mix method explores sixteen teachers' STEAM epistemic views (TSEV) by integrating disciplinary boundaries, teaching flexibility, and psychological support within the Knowledge Building environment (KBE). The main findings indicate: (1) "Reading and understanding others' ideas," along with high activity levels, facilitates the progression of epistemic views and emphasizes collective responsibility within the community for improving ideas. (2) Within the KBE, teachers' STEAM epistemic views (TSEV) evolve across three dimensions: disciplinary integration shifts from multidisciplinary to transdisciplinary, teaching flexibility transitions from diversity to adaptability, and psychological support shifts from individual-oriented to peer-oriented. (3) Peer-oriented psychological support significantly predicts transdisciplinary and adaptability. Cultivating positive peer-oriented psychological support enhances teachers' instructional flexibility and creativity, while fostering transdisciplinary collaboration.

Authors

• Li-Ting Tseng, National Tsing Hua University

• Huang Yao Hong, National Chengchi University

• Chaoyu Guo, National Chengchi University

• Mei-Ju Chen, National Tsing Hua University