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一个框架和一个研究设计建议,以识别预服务教师的整合表现科学和数学的科学和数学

Bento Cavadas^1,2, Sofia Rézio^1,3, João Robert Nogueira¹

¹Lusófona University, CeiED - Interdisciplinary Research Centre for Education and Development, 376 1749-024, Lisbon, Portugal.

Canadian journal of science, mathematics and technology education = Revue canadienne de l'enseignement des sciences, des mathematiques et de la technologie

|April 16, 2024

概括

本研究引入了一个框架,以评估教育服务教师在基于问题的学习 (PBL) 中的科学和数学 (IPoSM) 整合表现. 结果显示,随着时间的推移,整合得到了改善,大多数教师在最后实现了完全整合.

科学领域:

科学和数学教育科学和数学教育教育
教师教育教育的教师教育.
在STEM教育方面.

背景情况:

整合科学和数学在教育中至关重要,但具有挑战性.
预教育教师 (PST) 整合这些科目的能力需要有效的评估.
基于问题的学习 (PBL) 为综合性STEM教学提供了一个潜在的途径.

研究的目的:

提出一个框架和研究设计,以确定公共服务技术的科学和数学 (IPoSM) 整合表现.
使用开发的框架,在PBL活动中对PST的整合水平进行分类.
提供PST工作和整合水平的证据.

主要方法:

开发了一个三级的IPoSM框架,包括特定的整合指标.
将框架应用于一个示范性的PBL活动 (STEM蜂),涉及四组中的13个PST.
利用定性方法来分析PST的工作.

主要成果:

与第一个问题相比,PST在第二个问题上表现出更高的整合性能.
几乎所有PST都实现了完全整合,在研究的结论中,科学和数学之间建立了有意义的联系.
IPoSM框架有效地确定了PBL各个阶段的整合水平.

结论:

IPoSM框架是评估科学和数学在教师教育中的整合的一个有价值的工具.
教师教育者可以使用这个框架来设计更有效的综合PBL方法.
加强公共服务技术的IPoSM是改善未来STEM教育的关键.

关键词:

我们的框架框架框架.最初的教师培训教师培训整合科学和数学的整合.预服务教师的教师.基于问题的学习.

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