小学生的STEAM认知

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sarah B. Bush, Kristin L. Cook, Daniel Edelen, Richard Cox
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引用次数: 12

摘要

将艺术纳入科学、技术、工程、艺术和数学(STEAM)最近引起了全国的广泛关注。这项定性研究的目的是对学生STEAM调查的开放式回答进行主题分析,为该领域提供对3-5年级小学生对其STEAM学习经历的看法的调查。基于变革性学习理论,对262名学生参与者对1572名学生对六个提示的书面开放回答进行了系统和迭代的主题分析,揭示了三个主要主题:(1)STEAM中科学和数学学习的认同程度;(2) STEAM活动进展、真实问题和同理心问题解决;(3)元认知在STEAM中的存在。我们的研究结果表明,学生的STEAM认知为STEAM学习体验提供了强有力的支持,STEAM学习经验是实施教学实践的空间,这些实践对小学科学和数学教育的改革工作至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Elementary Students’ STEAM Perceptions
The inclusion of the arts into science, technology, engineering, the arts, and mathematics (STEAM) has recently gained much national attention. The purpose of this qualitative study was to conduct a thematic analysis of student STEAM survey open responses to provide the field with an examination of grades 3–5 elementary students’ perceptions of their STEAM learning experiences. Grounded in transformative learning theory, a systematic and iterative thematic analysis of 1,572 student-written open responses to six prompts by 262 student participants revealed three primary themes: (1) extent of identification of science and mathematics learning in STEAM; (2) STEAM progression of activities, authentic problems, and empathetic problem solving; and (3) the presence of metacognition in STEAM. Our findings revealed that students’ STEAM perceptions provide strong support for STEAM learning experiences as a space for implementing the instructional practices important and central to reform efforts in science and mathematics education in the elementary grades.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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