Educational Model and Practice of STEM Education+Creator

There are few achievements in the research of STEM educational theory and practice in China and there exists a lack of systematic course system, activity design framework and resource support in STEM education, so this study probes into the localization of STEM education based on the present situati...

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Published inEducational sciences : theory & practice Vol. 18; no. 6; pp. 2932 - 2940
Main Authors Li, Yan, Zhang, Qiaoliang, Feng, Wenfang, Kang, Haibin, Bao, Zheshi, Wang, Song
Format Journal Article
LanguageEnglish
Published Istanbul Codon Publications 01.01.2018
EDAM (Educational Consultancy Ltd.)
Subjects
Control Groups
Course Content
Curriculum Design
Data Analysis
Educational Theories
Eğitim Bilimleri
Innovations
Kişisel Gelişim
Learning
Learning Processes
Science Teachers
STEM education
Students
Teaching
Teaching Methods
İstanbul
Türkiye
China
STEM Course
Practice
Creator
STEM Education
Online AccessGet full text
ISSN2148-7561
1303-0485
2148-7561
DOI10.12738/estp.2018.6.192

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Abstract There are few achievements in the research of STEM educational theory and practice in China and there exists a lack of systematic course system, activity design framework and resource support in STEM education, so this study probes into the localization of STEM education based on the present situation in China. In the educational model of “STEM education + creator”, this study finds out the model of integrating STEM education into the talent cultivation process by means of creator space. Then through the method of evaluating students’ problem-solving ability, this study explores the influence of STEM course on students’ problem-solving ability and explores a new way of thinking of reform.
AbstractList In practice, the development of STEM education in the K-12 stage in the United States is mature, and has the common theoretical and realistic basis with creator education. [...]the integration of STEM education into creator education is an effective way to create creator culture. [...]the pre-test data are collected and sorted out, and the level test is conducted on the pre-test data. [...]it is necessary to analyze the internal consistency of knowledge and problem solving ability separately. According to the results of preand post-test analysis of the experimental group and control group on different types of problems, the difference between STEM course and traditional course mainly lies in problem exclusion and design and analysis, but there is no significant difference in decision-making.
There are few achievements in the research of STEM educational theory and practice in China and there exists a lack of systematic course system, activity design framework and resource support in STEM education, so this study probes into the localization of STEM education based on the present situation in China. In the educational model of “STEM education + creator”, this study finds out the model of integrating STEM education into the talent cultivation process by means of creator space. Then through the method of evaluating students’ problem-solving ability, this study explores the influence of STEM course on students’ problem-solving ability and explores a new way of thinking of reform.
Author Zhang,Qiaoliang
Kang,Haibin
Wang,Song
Li,Yan
Bao,Zheshi
Feng,Wenfang
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SubjectTerms Control Groups
Course Content
Curriculum Design
Data Analysis
Educational Theories
Eğitim Bilimleri
Innovations
Kişisel Gelişim
Learning
Learning Processes
Science Teachers
STEM education
Students
Teaching
Teaching Methods
Title Educational Model and Practice of STEM Education+Creator
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