Impact of Connected Learning for Stem Biology Modules Open Educational Resources (OER) on the Professional Development of Senior Secondary School Biology Teachers in Kaduna State, Nigeria

Abstract

This study investigated the impact of CL4STEM Biology Modules Open Educational Resources (OER) on the professional development of Senior Secondary School Biology teachers in Kaduna State. The study explores how CL4STEM Biology Modules OERs enhances teachers’ curriculum knowledge, subject-matter expertise, pedagogical content knowledge and ability to address student misconceptions. The population of the study consist of all Biology teachers in Kaduna State, Nigeria. The sample of the study consist of Ten Biology teachers from five Public Senior Secondary Schools both Kaduna North and Kaduna South. A mixed-methods approach including surveys, interviews, classroom observations, pretest, posttest, lesson plans and reflections were used to assess the impact of CL4STEM Biology Modules OERs on Biology teacher’s Subject Matter Knowledge (SMK), Pedagogical Content Knowledge (PCK) and General Pedagogy Knowledge (GPK). Additionally, the study examined a Community of Practice (CoP) on Telegram to understand knowledge sharing within the community of Secondary School Biology Teachers. Findings revealed improvements in teaching strategies, higher-order thinking facilitation and inclusive pedagogical approaches as most teachers demonstrated improved proficiency level after using CL4STEM Biology Modules OERs, thus positively impacting their professional development by enhancing Subject Matter knowledge, Pedagogical Content Knowledge and General Pedagogy Knowledge.

Keywords: Connected Learning for STEM, Open Educational Resources; Community of Practice; Pedagogy; Technology