Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education

Abstract

Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.