初中科学学习的科学技术工程艺术数学(STEAM)方法

Arum Kismawardani, Tukiran, E. Hariyono
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引用次数: 1

摘要

本研究旨在探讨STEAM教学法在初中科学学习中的应用。该研究是通过向泗水、Sidoarjo和周边几个地区的初中理科教师发放问卷进行的。根据对科学教师的问卷调查结果显示,72%的科学教师理解STEAM方法,12%的科学教师表示不理解STEAM方法,其余16%的科学教师对是否理解STEAM方法表示怀疑。然而,只有大约50%的理解的科学教师使用STEAM方法进行学习。多达28%的人表示缺乏实施STEAM方法的支持性文章。另一项结果表明,56%的教师在参考STEAM方法的学习工具方面存在困难,这些工具必须适应学校条件,另有16%的教师需要培训才能将STEAM方法应用于学习。根据获得的结果,教师使用STEAM方法帮助实施科学学习所需的最大百分比是对学习工具的需求。因此,迫切需要开发基于steam的学习工具,特别是针对科学教学过程的学习工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School
This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.
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