调查自选 STEM 项目在培养学生自主性和自主学习方面的作用

Kok-Sing Tang, Felicity McLure, John Williams, Catherine Donnelly
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摘要

STEM 教育研究的重点是 STEM 综合项目,这些项目结合了科学、技术、工程和数学方面的知识和技能。这些综合 STEM 项目通常由教师或研究人员设计,涉及的主题范围有限,并不总是能很好地满足儿童和青少年的多样化兴趣。相比之下,学生有更多选择和自主权的自选项目则相对少见。因此,有关学生在选择和开发自己的 STEM 项目时的学习体验的文献还是空白。本研究旨在考察一门高中 STEM 课程的课堂体验和实施情况,这门课程是为九年级和十年级学生(14 至 16 岁)设计的,让他们开展与可持续发展主题一致的自选项目。本研究采用案例研究的方法,调查八名学生与 STEM 联系的生活经历。研究揭示了学生自主学习经验的本质,因为他们选择了自己的探索主题,并随后开发了各自与 STEM 相关的项目。研究还揭示了 STEM 整合与学生自主学习的各个方面之间的协调和紧张关系,包括内在动机、开放式任务、目标设定、设计思维、与外部伙伴合作、课程限制和时间管理。本研究的意义包括学生的自主性和能动性、STEM 教育中真实问题和主题的重要性以及课程在促进自主选择项目中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

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