对RBL-STEM学习材料的实施进行分析,以提高学生的元识字能力,以使用本地反魔术图色彩技术解决壁纸装饰问题
Dafik1,2, Kadir3, T K Maryati3
1Department of Mathematics Education Postgraduate, Universitas Jember, Indonesia.
Heliyon
|July 10, 2023
概括
这项研究提高了学生的meta-literacy使用图形彩色在基于研究的学习和STEM (RBL-STEM) 内的图形化壁纸. 与传统方法相比,开发的学习材料显著提高了meta-literacy技能.
科学领域:
- 数学教育教育 数学教育
- 教育技术的教育技术
- 学习科学 学习科学
背景情况:
- 梯度问题提供了数学概念和实际应用的独特交叉点.
- 基于研究的学习 (RBL) 和科学,技术,工程和数学 (STEM) 方法在教育实践中越来越受欢迎.
- 超识字是学生发展的关键技能,尤其是在参与复杂的解决问题的任务时.
研究的目的:
- 调查图形彩色技术在解决图形化壁纸装饰问题的有效性.
- 通过在RBL-STEM学习环境中应用着色技术来增强学生的元识字能力.
- 在RBL-STEM框架内评估研究人员开发的学习材料对学生元识字的影响.
主要方法:
- 采用混合方法方法,结合定量和定性研究设计.
- 量化分析使用了一个独立的样本t测试来比较对照组和实验组之间的meta-literacy学习结果.
- 定性分析涉及深入采访以进行三角测量,并更深入地了解研究结果.
主要成果:
- 在实验类和对照类之间观察到元识字能力的统计学上显著差异 (p < 0.05).
- 实验班使用研究人员开发的材料,表现出优异的元素养成就.
- 学生的meta-literacy水平从差 (10%) 到优秀 (15%),其中大多数属于好 (26%) 和非常好 (32%) 的类别.
结论:
- 在有针对性的学习材料的支持下,RBL和STEM的整合大大提高了学生的meta-literacy.
- 实施培养研究活动并与现实世界现象联系的学习方法对于提高元识字能力至关重要.
- 开发的RBL-STEM方法提供了一种新且有效的策略,用于提高学生的数学和解决问题的技能.
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