开发一个综合的STEM课堂观察协议,使用生产性学科参与框架.
Yann Shiou Ong1, Jaime Koh1, Aik-Ling Tan1
1Natural Sciences and Science Education, meriSTEM@NIE, National Institute of Education, Singapore, Nanyang Technological University, Singapore, Singapore.
概括
一个新的综合性STEM课堂观察协议 (iSTEM协议) 被开发用于评估K-12STEM课程. 它测量了三维的教学成果和设计原则,帮助研究人员和教师改善STEM教育.
科学领域:
- 在STEM教育研究研究中.
- 课堂观察协议 课堂观察协议
- 教学框架的教学框架.
背景情况:
- STEM教育和研究在国际上越来越受欢迎.
- 现有的K-12STEM观测协议在将综合STEM特征与所需结果和测量联系起来方面缺乏具体性.
- 需要一个工具来弥合综合STEM课程设计和可衡量的结果之间的差距.
研究的目的:
- 开发和描述一个新的综合性STEM课堂观察协议 (iSTEM协议).
- 为评估STEM课程中的三维教学成果提供一个连贯的框架.
- 为改善STEM学习体验设计提供一个工具.
主要方法:
- 适应生产性纪律参与框架.
- 在解决问题的过程中对学生参与的跨学科性进行解释.
- 开发一个15项,4分级的协议与整体评级.
- 包含一个iSTEM配置文件,以可视化表示发现.
主要成果:
- 该iSTEM协议评估了生产性跨学科参与的三维教学成果 (5项).
- 它评估了设计原则:问题化,资源,权威和问责制 (10项).
- iSTEM 配置文件可视化地传达设计原则的优缺点.
结论:
- 该iSTEM协议为STEM教育研究人员提供了一个新的研究工具.
- 它作为K-12STEM教师的教学指南,以提高课程设计.
- 该协议有助于更深入地了解综合STEM特征如何导致学生期望的成果.
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