一个未来的教室实验室与积极和游戏化的STEAM建议数学和科学学科:分析对预服务教师的情感领域的影响
Ana Isabel Montero-Izquierdo1, Jin Su Jeong1, David González-Gómez1
1Department of Experimental Science and Mathematics Education, Teacher Training College, University of Extremadura, Avd. de la Universidad s/n, Cáceres, 10004, Spain.
Heliyon
|September 10, 2024
概括
像未来课堂实验室 (FCL) 这样的创新学习空间对服务前教师产生了积极的影响.
科学领域:
- 教育技术的教育技术
- 在 STEAM 教育方面,
- 学习空间 设计 设计 空间
背景情况:
- 创新的学习空间,如未来课堂实验室 (FCL),为教育工作者提供物理环境和技术工具,以支持积极的学习方法.
- 这些环境促进跨学科的STEAM (科学,技术,工程,艺术,数学) 教育,培养学习者必不可少的21世纪能力.
- 关于FCL环境对服务前教师 (PST) 情感领域的影响的研究有限.
研究的目的:
- 调查FCL和PST情感领域内主动和游戏化的STEAM干预之间的关系.
- 探索这些干预措施如何影响PST的自我效能,态度和对教学的情感.
- 了解这些变量在学生的数学和科学学习过程中的支持作用.
主要方法:
- 进行了一项干预研究,涉及54名小学第二年PST.
- 在FCL环境中实施了积极和游戏化的STEAM教育干预措施.
- 在干预之前和之后评估了PST的情感领域,包括自我效能,态度和情绪.
主要成果:
- 在干预后,在PST的情感领域观察到统计学上显著的积极效应.
- 这些干预措施对PST的自我效能,态度和情感参与产生了可衡量的影响.
- 该研究确定了支持数学和科学学科学习过程的特定变量.
结论:
- 在FCL环境中的积极和游戏化的STEAM干预积极影响PST的情感领域.
- 这些发现支持在大学层面为PSTs整合创新的教育建议.
- 该研究表明,有可能在小学实施类似的干预措施,以加强STEAM教育.
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