ABSTRACT

This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional development programme using a pre/post-test research design shows the programme’s impact on secondary school teachers’ self-efficacy beliefs, and teaching practices related to the implemented pedagogical model. The qualitative analysis of the teachers’ reflections shows that the most appreciated aspects of the programme are transferability to practice, the pedagogical resources offered, the benefits of the model on students’ learning, the methodological transformation involved, as well as the opportunity to exchange ideas and practices with colleagues in a professional learning community. These results are of great interest since they reveal a powerful way to promote transformational teacher professional development in the STEAM environment.

摘要

本文提出了一种基于使用有意义的上下文的 STEAM 教育模型，用于综合获取与不同学科相关的关键学习成果。该模型结合了探究和社会科学问题的使用，以促进数学和科学学习以及批判性思维的发展以及文化和基本价值观的整合。使用前/后测试研究设计对国际教师专业发展计划的评估显示了该计划对中学教师自我效能信念的影响，以及与实施的教学模式相关的教学实践。对教师反思的定性分析表明，该计划最受赞赏的方面是实践的可迁移性、提供的教学资源、该模型对学生学习的好处、所涉及的方法转变，以及与专业学习社区中的同事交流想法和实践的机会。这些结果非常有趣，因为它们揭示了一种在 STEAM 环境中促进变革型教师专业发展的有效方法。