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Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking
Education and Information Technologies ( IF 3.666 ) Pub Date : 2022-09-23 , DOI: 10.1007/s10639-022-11342-8
Filiz Mumcu, Nilüfer Atman Uslu, Bahadır Yıldız

In recent years, the integration of STEM disciplines has been increasingly advocated. It is crucial to prepare and support teachers for integrated STEM education. However, few studies in the literature explore collaborating with teachers from different disciplines. This study investigates the effect of the professional development (PD) program designed for integrated STEM education on teachers' pedagogical design competencies and the contribution of the PD program to teachers' integrated STEM understanding. The pedagogical design competencies of the teachers were examined in terms of the level of conformity of the lesson plans they prepared based on the 5E learning model and how they unified the computational thinking components into STEM education. The program comprised 48 h and five modules. 20 computer science (CS), ten mathematics, and ten science teachers working in middle schools participated in the study. The study shows that the lesson plans developed collaboratively by the teachers were at an acceptable level in terms of integrated STEM education. However, lesson plans need to be improved. Regarding computational thinking, the teachers were more efficient in associating simulation in CS education, data analysis in mathematics education, and data collection in science education compared to other components. They were insufficient in associating components such as parallelization in CS education and automation in science and mathematics education. The teachers stated that PD program strengthens their collaboration with colleagues, contributes to pedagogical design skills in integrated STEM lesson planning and integrating STEM disciplines, and improves their understanding of integrated STEM.



中文翻译:

综合 STEM 教育中的教师发展:从计算思维的角度设计教案

近年来,STEM学科的融合越来越被提倡。为综合 STEM 教育准备和支持教师至关重要。然而,文献中很少有研究探讨与不同学科的教师合作。本研究调查为综合 STEM 教育设计的专业发展 (PD) 计划对教师教学设计能力的影响,以及 PD 计划对教师综合 STEM 理解的贡献。对教师的教学设计能力进行了考察,包括他们基于 5E 学习模式编写的教案的一致性水平,以及他们如何将计算思维组件整合到 STEM 教育中。该计划包括 48 小时和五个模块。20计算机科学(CS),10数学,十名在中学工作的科学教师参与了这项研究。研究表明,教师合作制定的课程计划在综合 STEM 教育方面处于可接受的水平。但是,课程计划需要改进。在计算思维方面,与其他组件相比,教师在 CS 教育中的模拟、数学教育中的数据分析以及科学教育中的数据收集方面的效率更高。它们在关联组件方面不足,例如 CS 教育中的并行化和科学和数学教育中的自动化。教师们表示,PD 计划加强了他们与同事的合作,有助于提高综合 STEM 课程计划和整合 STEM 学科的教学设计技能,

更新日期:2022-09-24
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