...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Creative Education >Teach Ourselves: Technology to Support Problem Posing in the STEM Classroom
【24h】

Teach Ourselves: Technology to Support Problem Posing in the STEM Classroom

机译：自我教导：支持STEM课堂中提出问题的技术

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The theory of problem posing in mathematics education suggests that there are motivational and cognitive benefits for students from creating their own problems, yet such activities are not typically integrated into the traditional classroom. A field study was conducted to learn if middle school students (N = 224) could successfully create math and science problems using a web-based content-authoring and sharing system, and if the activity could be successfully integrated into classroom instruction. Over the twelve-week activity, students created their own math and science problems, and solved problems authored by their peers. Results showed that students were able to create problems successfully, but that problem solving dominated problem posing activities. The process of reviewing and approving students’ work was also challenging for teachers. Both students and teachers reported strongly positive responses to the activity.
机译：在数学教育中提出问题的理论表明，创造出自己的问题对学生有激励和认知上的好处，但是这类活动通常不会集成到传统课堂中。进行了现场研究，以了解中学生（N = 224）是否可以使用基于Web的内容创作和共享系统成功地创建数学和科学问题，以及该活动是否可以成功地整合到课堂教学中。在为期十二周的活动中，学生创造了自己的数学和科学问题，并解决了同学提出的问题。结果表明，学生能够成功地创造问题，但解决问题的能力占主导地位。审查和批准学生作业的过程对老师来说也是一个挑战。学生和老师都报告了对该活动的强烈积极回应。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号