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首页> 外文期刊>Chemistry Education Research and Practice >Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry
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Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry

机译：在化学计量学中通过科学技术工程和数学（STEM教育）发展11年级学生的分析思维能力和对科学学习的态度

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The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical thinking ability test, a science learning attitude test, classroom observations, student reflective journals, and semi-structured interviews. The findings indicated that STEM learning activities based on problem-based learning successfully developed analytical thinking abilities and attitudes towards science learning. Consequently, the students realized how important theories are, and were able to integrate their knowledge from various fields to solve problems and to create new innovations. About 80% of the students showed higher analytical thinking ability scores above the prescribed criterion of 70% of the full score. After learning, the scores of the students were higher than those before learning at a confidence level of 0.01. The attitudes towards science learning were higher than those before learning at a confidence level of 0.01. The successful activities of STEM started with offering knowledge to students through an inquiry-based process until they could construct the knowledge on their own. After that, the teacher initiated a problem situation and allowed each group of students to create a useful product adopted from the experimental results via integrating STEM knowledge to modify their creative works.
机译：这项研究的目的是通过科学，技术，工程和数学（STEM）教育，结合基于化学计量问题的基于问题的学习，调查11年级学生对科学学习的分析思维能力和态度。研究工具包括分析前后的思维能力测验，科学学习态度测验，课堂观察，学生反思性期刊和半结构化访谈。研究结果表明，基于问题学习的STEM学习活动成功地培养了对科学学习的分析思维能力和态度。因此，学生们意识到了理论的重要性，并能够整合他们在各个领域的知识来解决问题并创造新的创新。大约80％的学生表现出更高的分析思维能力分数，超过了规定的总分数70％的标准。学习后，学生的得分比学习前的得分高，置信度为0.01。对科学学习的态度高于学习前的态度，置信度为0.01。 STEM的成功活动始于通过基于查询的过程向学生提供知识，直到他们可以自己构建知识为止。之后，老师提出了一个问题情况，并允许每组学生通过整合STEM知识来修改他们的创作，从而从实验结果中获得有用的产品。

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