Models and Strategies of Conducting STEM/STEAM and Interdisciplinary Education
STEM/STEAM (Science, Technology, Engineering, Art and Mathematics) has been regarded by educators as an important educational issue and goal in the 21st century. Through teaching design by taking into account knowledge and skills of multiple disciplines, STEM / STEAM emphasizes that students are involved in the process of solving problems or project-based learning, and cultivate their ability to apply knowledge, critical thinking, creative thinking and problem solving. Although the aims and concepts of STEM/STEAM have been recognized by educators around the world, it remains a great challenge for most teachers to effectively design such learning activities in school settings. In this article, a STEM/STEAM activity design model is proposed from the perspectives of engineering, science, and other courses to address the challenges faced by teachers in designing interdisciplinary activities. It also provides a reference for researchers to develop STEM/STEAM research design. In addition, several teaching strategies and activity design models as well as tools to measure learning effectiveness of STEM/STEAM activities are also proposed to help teachers and researchers design innovative applications that meet the educational objectives.
|關鍵詞||STEAM、STEM、專題導向學習、探究式學習、跨領域教學、STEAM、STEM、project-based learning、inquiry-based learning、interdisciplinary education|