成就学习者：STEM教育中成就评估的框架

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-05-22 DOI:10.7771/1541-5015.1749

J. Marshall, J. Harron

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引用次数: 43

摘要

创客运动与科学、技术、工程和数学(STEM)以及艺术和手工艺有着密切的联系，但制作的目标与这些学科中的任何一个都不完全一致。然而，在基于问题的范式中，即使在正式的、基于标准的教育环境中，也有空间将制作纳入STEM学习。我们报告了STEM教育中的制作框架，并描述了用于评估STEM教学中制作基本要素存在的标准。我们给出了在STEM教师教育课程中应用该标准的例子。

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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Making Learners: A Framework for Evaluating Making in STEM Education

The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.