Science Teachers' Views on Design-Skill Workshops: A Phenomenological Study
Keywords:
Design-skill workshops, Science teacher, Phenomenology, View,Abstract
This study investigated science teachers’ views on design-skill workshops (DSWs). The study adopted a phenomenological research design. The sample consisted of 25 science teachers recruited using purposive convenience sampling. Data were analyzed using content analysis. Participants stated that DSWs promoted permanent and concrete learning by living and doing. They noted that they performed STEM activities and experiments during DSWs. They also added that DSWs were beneficial for both teachers and students. However, they remarked that they experienced some problems during DSWs and made recommendations about them. Suggestions were made for future research based on the results. Future studies should employ mixed designs and data diversification to elicit detailed information on DSWs.
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