为智能和包容性STEAM学习设计提供道德激进主义
Claudio Aguayo1,2,3, Ronnie Videla4,2,3, Francisco López-Cortés5
1AppLab, Te Ara Poutama, Faculty of Māori and Indigenous Development, Auckland University of Technology, Auckland, 1010, New Zealand.
Heliyon
|September 4, 2023
概括
这项研究提出了设计道德和包容性STEAM教育的新框架. 它解决了对关键数字技能的需求,以促进可持续社会,并通过创新的学习系统增强全球福祉.
科学领域:
- 教育技术的教育技术
- 在 STEAM 教育方面,
- 系统思维 系统思维
背景情况:
- 21世纪的挑战需要STEAM教育和数字化,以实现可持续的社会.
- 教育技术和沉浸式经济能力为动态学习系统提供了潜力.
- 目前的STEAM教育缺乏对道德,批判和创造性数字技术使用的关注,特别是对于代表性不足的群体.
研究的目的:
- 为设计智能和动态的STEAM学习系统提出理论框架.
- 解决STEAM教育中道德和包容性设计的差距.
- 将系统思维与4E认知,道德活动主义和体现/生态美学原则相结合.
主要方法:
- 基于系统思维的理论框架开发.
- 灵感来自于4E认知,道德活动主义和体内/生态美学.
- 专注于STEAM中道德和包容性设计的原则.
主要成果:
- 一个用于设计智能,动态,创意,创新和包容的STEAM学习系统的框架.
- 通过以价值观为基础的教育设计,强调应对全球挑战.
- 为教育心理学家,技术专家,学习设计师和从业人员提供指导.
结论:
- 拟议的框架支持建立有效的STEAM学习环境.
- 它促进了对社会参与至关重要的数字技能的发展.
- 它鼓励包容性实践,使弱势和代表性不足的群体在STEAM教育中受益.
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