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101.
随着科技的进步,STEM教育已成为当前教育研究的热点话题,也是基础教育阶段重点关注的教育领域。本文结合中国知网(CNKI)数据库最近六年2015年1月~2021年1月收录的以“学前STEM教育”为关键词的文献作为研究对象,运用citespace5.7软件,采用词频分析和聚类分析的方法分析了解我国学前STEM教育的研究热点和发展趋势。经过分析发现,当前我国学前STEM教育研究大多集中在“对国外学前STEM教育的学习与借鉴”、“我国学前STEM教育的价值”、“STEM教育在幼儿园的教学与实践”和“我国学前STEM教育的人才培养”四个方面,在今后的研究中要注重发挥STEM教育的跨学科性,增加不同学科、不同领域学者之间的交流合作机会;加强实证研究、混合研究方法的使用,实现量化研究与质性研究的有效结合;扩大学前STEM教育研究内容覆盖的范围,深化研究主题。 相似文献
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Robert J. Sternberg 《Roeper Review》2018,40(2):78-85
Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). 相似文献
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STEM教育有助于培养和提高学生对于科学的探究能力,同时提高学生的创新意识、批判性思维、信息技术能力以及未来走向社会的必备技能和创新能力,这些能力与技巧将在学生的未来生活以及工作中持续发挥重要作用。将STEM教育融入校本课程对于教育方式的改革有着极大的推进作用,可以更好地提高学生的综合素质以及基本能力。 相似文献
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在全新的教育教学环境下,传统的教学理念已经无法适应新时代的教学需求。因此,从教育的角度入手,解决教与学之间的发展矛盾,引入新的教学思想势在必行。笔者针对初中创客校本课程的建设活动展开论述,思考如何利用STEM理念优化教学工作,从而创造与教学要求相配合的教学模式。 相似文献
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Colby Tofel-Grehl Carolyn M. Callahan Louis S. Nadelson 《The Journal of educational research》2017,110(3):294-307
ABSTRACTThe authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored. 相似文献
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Marina Micari Zachary Van Winkle Pilar Pazos 《International Journal of Science Education》2016,38(12):1904-1922
In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed. 相似文献
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Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated developmental trajectories in each of these constructs. Mathematics interest and utility value decreased across time, but there was no significant change in self-perceived math ability. Slopes and intercepts of all mathematics motivation variables correlated with one another. Even when controlling for prior mathematics performance, students who self-reported high math ability in 5th grade had higher standardised test scores than their peers in high school five years later. Neither math utility value nor math interest intercepts or slopes predicted later performance. Understanding the predictors of math performance is important for supporting students’ success in science, technology, engineering and mathematics careers. 相似文献
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Danielle Geerling Jonathan Butner Tamra Fraughton Sungchoon Sinclair Joseph Zachary Carol Sansone 《Journal of Experimental Education》2020,88(3):407-430
AbstractTo better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed. 相似文献
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STEM教育因其融合多学科知识、培养创新精神和实践能力的特点受到广大研究者和实践者的关注。当前国外真正聚焦到STEM教育质量评价并具有较强可操作性的研究较少,而国内少量相关研究主要是介绍国外STEM教育评价的研究进展。严重缺乏成熟可行且适用于我国STEM教育发展的评价工具,很大程度上制约了我国STEM教育的可持续发展。经过德尔菲法两轮专家意见征询以及层次分析法确定评价指标权重后构建的STEM教育教学质量评价工具,既综合考虑了STEM的本质特征、已有STEM教育评价工具及指标维度,又直接聚焦于课堂教学,最终包含课堂环境、课程结构、教学内容以及学生表现4个一级指标和22个二级指标。该指标体系形式与我国教育教学中教师所用的教研表、评课表等类似,有助于教师更好地理解与使用;且经过初步试用,具有较高的信度,能够比较全面地评价STEM教育中的各方面要素,有助于促进STEM教育的健康有序发展。 相似文献