Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues
Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues
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生态解决方案：课程单元的设计和评估，以促进学生创造解决当地社会科学问题的解决方案
DOI：
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发表时间：
2021
影响因子：
2.3
通讯作者：
Guillermo Ibarrola Recalde
中科院分区：
文献类型：
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作者：
N. Songer;Guillermo Ibarrola Recalde
全球大流行和气候变化导致了跨学科STEM基金会面临前所未有的环境，社会和经济挑战。尽管STEM学习从未如此重要，但很少有大学预科课程通过强调社会科学问题（SSI）解决问题和解决当地现象的解决方案的工程设计来帮助学生应对这些挑战。本文讨论了设计和评估的大学预科，SSI课程单元，学生扩大他们的学习，创造解决方案，以增加当地城市社区内的生物多样性。我们称之为生态解决方案的学习方法建立在STEM教育的当前愿景和政策文件基础上，强调以现象为中心的教学材料，科学调查和工程设计。本文概述了创建生态解决方案教学单元的设计原则，指导年轻学生：收集和分析当地生物的数据，使用工程设计方法来制定解决方案，以增加当地的生物多样性，并将其解决方案提交给当地的城市规划者和社区成员。两个研究周期使用配对t检验评估学生的学习情况。结果表明，在两个研究周期的显着的事前事后学习成果。第三个研究周期以夏季扩展计划的形式支持学生实施当地解决方案。结论强调成功创建SSI课程单元的设计原则，以学生，教师和利益相关者感兴趣的当地环境问题为中心。
The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design. The paper outlines design principles for creating an eco-solutioning instructional unit that guides young students to: collect and analyze data on local organisms, use an engineering design approach to craft solutions to increase local biodiversity, and present their solutions to local city planners and community members. Two cycles of research studies evaluated student learning using paired t-tests. Results demonstrated significant pre-post learning outcomes in both research cycles. A third research cycle in the form of a summer extension program supported students as they implemented their local solutions. Conclusions highlight design principles for the successful creation of SSI curricular units centered on local environmental issues of interest to students, teachers, and stakeholders.