Knowledge Quartet as a Framework for Teacher Thinking in STEM Task Design

Abstract The teacher’s role in developing inquiry-based activities significantly impacts students’ learning outcomes. The complexities inherent in planning and structuring meaningful tasks continue to pose difficulties for educators. Given the challenges of designing effective inquiry-based activities, a structured framework is necessary to guide teachers in their planning. This study reports the use of the Knowledge Quartet as a framework for analysing a teacher’s planning and design of an activity about statistical concepts within a wider context of STEM learning. The contributory codes of the Knowledge Quartet, originally intended for assessing preservice primary teachers’ knowledge, have been thematically exemplified through the planned activities administered by the teacher in the form of a group project. This study might be useful in helping teachers in utilising the Knowledge Quartet as a model of professional reflection, particularly in guiding their integration of STEM in the planning and design of inquiry-based activity.