The Utility of TPACK in Deconstructing the Impact of an Innovative STEM Curriculum in a Chinese International School
Abstract: A mixed method research study was undertaken at a private school in Shanghai, China. In an effort to align with international best practice, the Qinghua Pacican International School sought to employ a new grade 6 STEM curriculum. This paper uses the TPACK framework to try to understand the influence of the ESL context on the effective implementation of that curriculum. Amongst other challenges, it was determined that constructivist activities that employed instructional language of a higher order (Bloom, 1956) presented extended learning difficulties.