工程实践精神:支持STEM教育课程和教学改进的设计经验

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Oscar H. Salcedo, David J. Carrejo, Sergio Luna
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引用次数: 0

摘要

本文讨论了工程实践精神(EPE),这是一种构建STEM学习环境的框架,嵌入学习者体验和设计活动的相关组成部分,可以支持STEM教育中的课程和教学设计与评估。作者提出,STEM是一个依赖于设计生命周期的元学科,设计生命周期是工程学科知识的智力基础。设计和设计活动的本质要求关注STEM教师的特定领域需求,并集中讨论和批评关于综合STEM内容知识的认识论充分性。鉴于学习者迫切需要在STEM中培养21世纪的技能,作者认为在为学习者设计体验时,可以使用新技术结合数学和仿真模型。本科工程教育中教学和学习系统思维的一个例子突出了EPE如何成为STEM教育工作者可行的行动理论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engineering Praxis Ethos: Designing Experiences to Support Curricular and Instructional Improvement in STEM Education
This paper discusses engineering praxis ethos (EPE), a proposed framework for constructing a STEM learning environment embedding interrelated components of learner experience and design activity, which can support curriculum and instructional design and evaluation in STEM education. The authors propose that STEM is a meta-discipline that relies on the design life cycle, the intellectual root of engineering disciplinary knowledge. The nature of design and design activity calls attention to domain-specific needs of STEM teachers and focuses discussions and critiques about the epistemological adequacy of integrated STEM content knowledge. Given the urgent need for learners to develop 21st century skills in STEM, the authors argue for the feasibility of incorporating both mathematical and simulation models using new technologies when designing experiences for learners. An example of teaching and learning systems thinking in undergraduate engineering education highlights how EPE can be a viable theory of action for STEM educators.
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23.10%
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45
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