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It presents a studio-style intervention, the Queensland University of Technology Active Learning Studio (QALS), integrated into existing teacher education rather than replacing it. Using a design-based research approach, the study runs iterative learning design sessions and teaching practice with 10 preservice teachers. Results highlight changes in teacher self-efficacy and self-reported perceptions, and synthesize transferable design principles for future researchers and educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-mathematics-and-science-teachers-ability-to-design-for-active-learning-a-design-based-research-study/594095/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-mathematics-and-science-teachers-ability-to-design-for-active-learning-a-design-based-research-study/594095.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the paper?","Question",{"text":112,"@type":113},"The paper aims to develop preservice mathematics and science teachers’ ability to design for active learning through an intervention integrated into teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What intervention is used in the study?",{"text":117,"@type":113},"The study uses a studio-style intervention called the Queensland University of Technology Active Learning Studio (QALS).",{"name":119,"@type":110,"acceptedAnswer":120},"How were the outcomes assessed?",{"text":121,"@type":113},"Outcomes were reported in terms of teacher self-efficacy and teachers’ self-reported perceptions, derived from iterations of learning design sessions and teaching practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594095,1792161636,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 9 | Article 5 |\n| --- | --- |\n| 2022\u003Cbr>Developing Mathematics and Science Teachers’Ability to for Active Learning: A Design-based Research Study\u003Cbr>Steven Kickbusch\u003Cbr>Queensland University of Technology\u003Cbr>Les Dawes\u003Cbr>Queensland University of Technology\u003Cbr>Nick Kelly\u003Cbr>University of Southern Queensland; and Queensland University of Technology\u003Cbr>Katherine Nickels\u003Cbr>Queensland University of Technology\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Secondary Education and Teaching Commons | Design |\n\nRecommended Citation  \nKickbusch, S., Dawes, L., Kelly, N., & Nickels, K. (2022) . Developing Mathematics and Science Teachers’Ability to Design for Active Learning: A Design-based Research Study. Australian Journal of Teacher Education, 47(9) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n9.5](http://dx.doi.org/10.14221/ajte.2022v47n9.5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss9/5](https://ro.ecu.edu.au/ajte/vol47/iss9/5)  \nDeveloping Mathematics and Science Teachers’ Ability to Design for Active Learning: A Design-based Research Study  \nSteven Kickbusch  \nLes Dawes  \nNick Kelly  \nKatherine Nickels  \nQueensland University of Technology  \nAbstract: This paper describes an approach to working with  \nsecondary preservice mathematics and science (M&S) teachers to  \ndevelop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this style ofstudio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the‘clinical model’) through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported  \nperceptions. It discusses a set of design principles that emerged through the process of developing and testing this model andproposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and  \nactivities for members within the network.  \nIntroduction  \nThe past decade in Australia has seen impetus from government to change the way science, technology, engineering, and mathematics (STEM) subjects are taught within Australian schools, and to encourage teachers to use pedagogies that support active learning within these subjects (Marginson et al., 2013; Office of the Chief Scientist, 2012, 2016) . This focus on active learning pedagogies is based on research that has identified related problems of: (a) declining numbers of students choosing to study STEM subjects in senior years of secondary school; (b) increasing need for STEM graduates in the workforce (Australian Industry Group, 2015; Consult Australia, 2019; Kennedy et al., 2014; Lyons & Quinn, 2010); and (c) significant evidence in the literature that active learning can lead to increased student engagement, retention, and performance (Akınoğlu & Tandoğan, 2007; Freeman et al., 2014; Prince, 2004) .  \nTeachers benefit from having the capability to design for active learning, which is student-focused “learning by doing” rather than “instructor-focused ‘teaching by telling’”(Freeman et al., 2014, p. 8410) and can enco","cbCaiiTYFNg3KGTZ","https://ap.wps.com/l/cbCaiiTYFNg3KGTZ","pdf",390506,21,"English","# Introduction\n# Background\n## Studio interventions to augment ITE","[{\"question\":\"What is the main aim of the paper?\",\"answer\":\"The paper aims to develop preservice mathematics and science teachers’ ability to design for active learning through an intervention integrated into teacher education.\"},{\"question\":\"What intervention is used in the study?\",\"answer\":\"The study uses a studio-style intervention called the Queensland University of Technology Active Learning Studio (QALS).\"},{\"question\":\"How were the outcomes assessed?\",\"answer\":\"Outcomes were reported in terms of teacher self-efficacy and teachers’ self-reported perceptions, derived from iterations of learning design sessions and teaching practice.\"}]","Developing Mathematics and Science Teachers’ Ability to Design for Active Learning - A Design-based Research Study | PDF",1792078523,53]