Co-Learning: A Hybrid Model for Integrated STEM Teacher Professional Learning and Student Out-of-School Learning

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 6 (2025), p. 726-746
Autor principal:	Xornam, Apedoe
Otros Autores:	Fu, Megan, Nielsen, Katherine, Smith, Rebecca, Allen, Jessica
Publicado:	MDPI AG
Materias:	Problem solving Teaching Students Science School environment STEM education Distance learning Teachers Knowledge Integrated approach Collaborative learning Secondary schools Qualitative research Educational Opportunities Teacher Role Secondary School Science Learning Activities Place Based Education Active Learning Prior Learning Teaching Methods Learning Processes Equal Education Learning Experience Engineering Cooperative Learning Communities of Practice Electronic Learning Student Motivation Student Participation Elementary Secondary Education Student Projects Educational Environment Learner Engagement Scientific Principles Informal Education
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Descripción
Resumen:	Our paper presents a case for co-learning, a novel hybridization of teacher professional learning and student out-of-school learning wherein students and teachers collaborate and learn together. The benefits of collaborative learning are well documented in the literature; however, a co-learning approach to engaging teachers and students in integrated STEM activities is unexplored. This qualitative study was designed to unpack the co-learning experience from the perspectives of teachers and students to understand the opportunities and challenges of a co-learning model. We drew upon end-of-workshop semi-structured interviews with teacher and student participants, focusing specifically on participants’ reflections and insights about their experience with co-learning. The findings of our study highlight that (1) co-learning can be a powerful model for learning STEM content for both teachers and students, (2) co-learning leads both teachers and students to develop new insights and perspectives about each other, (3) co-learning requires teachers to navigate multiple roles, and (4) challenging group dynamics can impact co-learning. This research provides a proof of concept that co-learning is a model with much potential and may serve as a valuable model for creating integrated STEM learning experiences that serve both teachers and underrepresented racially minoritized (URM) students.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15060726
Fuente:	Education Database