学习斗争:支持中年级教师对STEM教学和学习中的生产性斗争的理解
Johnna Bolyard1, Reagan Curtis1, Darran Cairns2
1West Virginia University, School of Education, Morgantown, WV, USA.
概括
在为期3年的专业发展项目中,教师们更深入地了解了学习中的生产力斗争. 经历工程设计活动和与同事合作,增强了他们对这一概念的理解.
科学领域:
- 在STEM教育方面.
- 教师专业发展教师专业发展
背景情况:
- 整合科学,技术,工程和数学 (STEM) 对现代教育至关重要.
- 了解生产性斗争是有效的学生学习和教师发展的关键.
研究的目的:
- 检查专业发展项目如何影响教师对生产性斗争的理解.
- 确定专业发展的有效组成部分,以促进这种理解.
主要方法:
- 涉及中学数学,科学和特殊教育教师的定性研究.
- 教师参与了为期3年的项目,专注于通过工程设计整合STEM概念.
- 教师作为学习者参与了基于设计的活动,并与多学科团队合作.
主要成果:
- 参与者报告说,作为学习者体验基于设计的活动加深了他们对生产斗争的理解.
- 与同事一起合作解决问题,有助于理解生产力斗争.
- 专业发展促进了教师作为个人和教育工作者的成长.
结论:
- 基于设计的,综合的STEM专业学习有效地支持教师对生产性斗争的理解.
- 促进教师对生产性斗争价值的认同,对于教育改进至关重要.
- 这种方法提高了教师在STEM领域实施有效教学实践的能力.
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