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Student and teacher attitudes, experiences, and perceptions of integrated inquiry-powered design-based STEM units.

机译：学生和老师的态度，经验和对基于探究的基于设计的STEM单元的集成的看法。

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摘要

This dissertation is an exploratory account of the complex phenomena that occurred in my classroom when I engaged students in a curricular approach that blended the innovation of inquiry-powered project-based experiences within the context of science, technology, engineering, and mathematics (STEM) content knowledge. The research focuses on how the use of learning theory, i.e., constructionism, can be used in the classroom to support a content-integrated instructional method. The construction of a single exploratory case study was employed to understand what the teacher and students experienced during these units and if the students would be engaged and motivated. The results indicated that: (a) students had positive attitudes towards units, (b) were motivated to complete artifacts, (c) design was more motivating to students than experimentation, (d) competition was the most motivating about designing artifacts, and (e) female students were more motivated by creativity than competition. This study is a descriptive and informative roadmap for teachers, curriculum designers, science consultants, teacher education professionals and professional development providers who want to implement national science and engineering education standards (Next Generation Science Standards) and find ways to integrate scientific and engineering practices with content.
机译：这篇论文是对我课堂上发生的复杂现象的探索性研究，当我让学生采用一种课程方法时，它将科学，技术，工程和数学（STEM）的背景下以探究为动力的基于项目的体验的创新融合在一起内容知识。这项研究的重点是如何在课堂上使用学习理论（即建构主义）来支持内容集成的教学方法。通过构建一个单独的探索性案例研究来了解老师和学生在这些单元中的经历以及学生是否会参与和激励。结果表明：（a）学生对单元有积极的态度，（b）动机于完成文物，（c）设计对学生的动机大于实验的动机，（d）竞争对设计文物的动机最大，并且（ e）女学生比竞争更受创造力的激励。本研究为希望实施国家科学与工程教育标准（下一代科学标准）并寻求将科学与工程实践与以下方面整合的方法的教师，课程设计者，科学顾问，教师教育专业人士和专业发展提供者的描述性和信息性路线图内容。

著录项

  • 作者

    Powers, Richard D.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Curriculum development.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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