A Mixed-Methods Approach to Investigating Proportional Reasoning Understanding in Maker-Based Integrative STEAM Projects

J. Torralba
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引用次数: 2

Abstract

This paper reports findings from a Maker-based STEAM project, investigating how participation in Maker-based activities impact students' understanding of grade-level proportional reasoning state standards. In this pilot implementation, thirty students enrolled in iTEAMS, a semester-long Maker-based integrative STEAM course. Students worked in collaborative teams to complete three projects. Artifacts, final products, and oral presentations were collected from the Geometric Moving Art project and examined for the students' application of proportional reasoning standards and proficiency level demonstrated at the end of the project. Findings revealed that while pre- and post-assessments did not show a significant increase in mean scores, students demonstrated proficient understanding of proportional reasoning standards through their final products and oral presentations.
基于创客的综合STEAM项目中比例推理理解的混合方法研究
本文报告了一个基于创客的STEAM项目的研究结果,该项目调查了参与创客活动如何影响学生对年级比例推理州标准的理解。在这个试点项目中,30名学生参加了itams,这是一门为期一个学期的基于创客的综合STEAM课程。学生们以合作的方式完成三个项目。从几何运动艺术项目中收集文物,最终产品和口头报告,并检查学生对比例推理标准的应用和项目结束时展示的熟练程度。研究结果显示,虽然前评估和后评估并没有显示出平均分数的显著提高,但学生们通过他们的最终成果和口头报告,表现出对比例推理标准的熟练理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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