专业发展,以激励,支持和扩展STEM相关的学习
Somayeh Ba Akhlagh1, Asma Hulayyil Aljohani2, Maryam Jamal Alharthi2
1Faculty of Humanities, Arts, Social Sciences and Education, School of Education, University of New England, Armidale, NSW 2350, Australia.
Behavioral sciences (Basel, Switzerland)
|January 28, 2026
概括
专业发展研讨会提高了幼儿教育工作者对STEM教学的热情. 然而,实际实施面临着资源,领导支持和持续指导的挑战.
科学领域:
- 幼儿教育 儿童早期教育
- 科学,技术,工程和数学 (STEM) 教育 教育
背景情况:
- 儿童早期有效的STEM教育取决于教师的教学实践,需要专门的知识和方法.
- 在沙特阿拉伯,STEM教学正在兴起,需要有针对性的专业发展举措.
- 这项研究是基于维戈茨基的社会文化理论,强调在社会和文化背景下的协作学习.
研究的目的:
- 概述一项旨在通过专业发展研讨会加强幼儿教育中STEM教学和学习的研究项目.
- 评估专业发展对幼儿教育工作者对STEM教学能力和态度的影响.
主要方法:
- 采用混合方法方法,整合定量和定性数据收集和分析.
- 进行了专业发展前和后的调查,以评估教育工作者的态度和知识的变化.
- 进行了半结构面试,以深入了解教育工作者的经验和感知到的挑战.
主要成果:
- 研讨会后,幼儿教育工作者对STEM教学的态度和热情有了积极的转变.
- 教育工作者报告说,他们对将STEM概念纳入教学实践的信心和意愿增加了.
结论:
- 专业发展研讨会可以积极影响教育工作者对STEM教育的倾向.
- 实际实施的挑战包括缺乏资源,学校领导力支持不足,以及需要持续的指导和指导.
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