Study on the Assessment of STEM Instructional Design Plan Based on Information Flows

Authors

DOI:

https://doi.org/10.56059/jl4d.v11i3.1279

Keywords:

STEM, instructional design, assessment method, information flow

Abstract

In recent years, the growing incidence of blended and online learning has highlighted instructional design concerns, especially STEM instructional design. Existing studies have often adopted observations, questionnaires, or interviews to evaluate STEM instructional design plans. However, there is still a lack of quantitative, measurable, and objective assessment methods. To close this research gap, this study proposes an innovative method for assessing STEM instructional design plans based on information flows. In this study, 20 STEM instructional design plans were designed, analysed, and assessed using the proposed information flow-based assessment method. The results indicated that the proposed method is feasible and effective for assessing STEM instructional design plans. STEM instructional design plans could be significantly improved based on the proposed method. The results and implications for instructors and practitioners are discussed in depth.

Author Biographies

Lanqin Zheng, Beijing Normal University

Lanqin Zheng works at the Faculty of Education in Beijing Normal University. Her research interests include computer supported collaborative learning, learning analytics, AIED, and STEM. Email: bnuzhenglq@bnu.edu.cn

Zichen Huang

Zichen Huang is a master’s student at the Faculty of Education in Beijing Normal University and whose research interests include STEM and educational technology. Email: 202221010183@mail.bnu.edu.cn

Yang Liu

Yang Liu is a master’s student at the Faculty of Education in Beijing Normal University and whose research interests include STEM and educational technology. Email: 201922010193@mail.bnu.edu.cn

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Published

2024-11-19

How to Cite

Zheng, L., Huang, Z., & Liu, Y. (2024). Study on the Assessment of STEM Instructional Design Plan Based on Information Flows. Journal of Learning for Development, 11(3), 414–429. https://doi.org/10.56059/jl4d.v11i3.1279

Issue

Vol. 11 No. 3 (2024): ISSUE 3

Section

Research Articles

License

Copyright (c) 2024 Lanqin Zheng, Zichen Huang, Yang Liu

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Received 2023-11-24
Accepted 2024-10-17
Published 2024-11-19