气候变化STEAM项目显性教学策略探讨

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Y. Park, J. Park
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引用次数: 3

摘要

本研究介绍了一位中学STEAM教师制定的示范性显性教学策略。通过一个10节课的气候变化STEAM项目,收集了数据,以探索使用O-TOP(俄勒冈州卓越准备合作组织[OCEPT]教学观察协议)和NGSS 8实践(下一代科学标准)的明确教学策略。来自教师访谈和课堂观察的数据也被用来识别和描述这位STEAM教师如何为学生提供解决社区中真实问题的机会。举例说明STEAM教育的三个阶段:理解上下文呈现、进行创造性设计和体验情感触摸。我们认为,STEAM课程应该面对学生所属社区中出现的更现实的问题,明确的教学策略应该让学生有机会获得核心能力和科学素养。我们的研究为STEAM教育提供了系统的教师培训和专业发展需求的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change
The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next Generation Science Standards). Data from teacher interviews and class observations were also used to identify and describe how this STEAM teacher offered students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. We argue STEAM programs should be presented with more realistic issues arising from the community students belong to and that explicit teaching strategies should give students the opportunity to achieve core competencies and scientific literacy. Our study offers implications about the need for systemic teacher training and professional development for STEAM education.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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