The Impact of a Design-based Integrated STEM Teaching on Students’ Interdisciplinary Attitude
As an interdisciplinary education， STEM education has increasingly become the focus of the current knowledge economy society. This study proposes a four-tier design-based cross-discipline STEM theoretical framework that encompasses “subject content level， interdisciplinary conceptual level， instructional design level， and learning objective level”. The framework emphasizes that learners are based on the real topic of social issues， conducting field study to transform crosscutting concepts， using “design” to iteratively generate products that solve practical problems， and promoting learners’ acquisition of concepts， interdisciplinary attitudes， and problem solving. This study investigated the interdisciplinary learning attitudes of fourth-grade students in experimental primary schools in Wuhan Economic and Technological Development Zone through a single set of pre- and post-test experiments， from the perspectives of interdisciplinary awareness， perceived ability， value， and commitment. Studies have shown that design-based integrated STEM teaching improves students’ interdisciplinary learning attitudes in the above four dimensions. At the same time， the awareness of science and mathematics is also significantly improved. And the perceived ability of technology and engineering is also significantly improved. This study provides a design-based integrated STEM taeching case in order to serve as a reference for researchers adn practitioners.
|關鍵詞||基于设计、跨学科STEM、教学理论框架、跨学科学习态度、Design-based Learning、Integrated STEM、Theoretical Framework、Interdisciplinary Attitude、CSSCI|