Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment

Abstract

This study explores and explains teachers’ perceptions and practices in using a reflective practice model to teach STEM education in a blended learning environment. The study was conducted before the COVID-19 lockdown and continued after the quarantine till the end of the semester. The transformative learning and the experiential learning theories are used as combined conceptual frameworks to form a reflective practice model that guided this study. The participants are middle school teachers (n=18) in a private school in the United Arab Emirates UAE. A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers’ semi-structured interviews using Zoom conference meeting. The study’s results reveal that teachers’ perceptions and practices about learning and skills needed in the future will be different from before COVID-19.