A mathematical problem-solving framework-based Integrated STEM: Theory and practice

I. K. Amalina, T. Vidákovich
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Abstract

STEM problem-solving is a core standard in education to tackle the 21st-century challenge. However, the under-represented mathematics in STEM assessment has become an issue. Moreover, the existing frameworks of STEM problem-solving are suitable for assessing activity during teaching and learning. This study covers the limitations by developing a new mathematical problem-solving-based integrated STEM framework and applying it into practice. The new framework combines and integrates frameworks in every STEM discipline. It applies in developing scenario based-test with prompting questions to show the practical use of the framework. The test was administered to 31 of 7th graders students (M=12.29, SD=.46) to prove the consistency of the new framework and the effective role of scenario and prompting questions. The results revealed four types of flows in the problem-solving process posed by students with different in evaluating, representing, and designing phases. The flow of problem-solving and the indicators in a new model were consistent but shown as a dependent process. The scenario and prompting questions worked effectively regardless of a multidimensional prompting question. Several recommendations for developing a test based on the new framework are discussed. Quantitative analysis with large sample size is required for future study.
基于数学问题解决框架的综合STEM:理论与实践
解决STEM问题是应对21世纪挑战的核心教育标准。然而,数学在STEM评估中的代表性不足已经成为一个问题。此外,现有的STEM问题解决框架适用于教学和学习过程中的评估活动。本研究通过开发一种新的基于数学问题解决的综合STEM框架并将其应用于实践,从而克服了这些局限性。新框架结合并集成了每个STEM学科的框架。它适用于开发基于场景的测试,带有提示问题,以显示该框架的实际使用。对31名七年级学生(M=12.29, SD= 0.46)进行了测试,以证明新框架的一致性以及情景和提示问题的有效作用。结果显示,学生在不同的评估阶段、表现阶段和设计阶段形成了四种类型的问题解决流程。解决问题的流程和新模型中的指标是一致的,但表现为一个依赖的过程。无论多维提示问题如何,场景和提示问题都能有效地工作。讨论了基于新框架开发测试的几个建议。今后的研究需要大样本的定量分析。
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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