The Effects of STEM PBL on Students’ Mathematical and Scientific Vocabulary Knowledge
The Effects of STEM PBL on Students’ Mathematical and Scientific Vocabulary Knowledge
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STEM PBL 对学生数学和科学词汇知识的影响
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
M. Capraro
中科院分区：
文献类型：
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作者：
A. Bicer;Peter Boedeker;R. Capraro;M. Capraro
词汇是语言使用的表层；因此，学生需要发展数学和科学词汇，以便能够与他人明确地交流他们的数学和科学推理。全国数学教师委员会(NCTM)和全国科学教师协会(NSTA)都制定了数学和科学学科内的交流标准。在本研究中，科学、技术、工程和数学(STEM)基于项目的学习(PBL)方法在2013年的一次夏令营中被用于鼓励学生对STEM学科的兴趣和增长他们的知识。受试者(N=53人，女性18人，男性35人，亚洲人5人，非裔美国人6人，白人12人，西班牙裔30人)为8年级学生。配对样本t检验结果表明，STEM-PBL教学模式对学生的数学词汇知识和科学词汇知识的改善具有统计学意义(p<；0.05)，Cohen‘s d效应分别为0.62和0.84。STEM PBL可能是一种有益于学生在科学和数学课堂上掌握词汇的教学方法。
Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created communication standards within mathematics and science disciplines. In the present study, science, technology, engineering, and mathematics (STEM) project based learning (PBL) methods were utilized during a summer camp in 2013 to encourage interest in and grow the knowledge of students in the STEM disciplines. The participants ( N = 53; 18 female, 35 male, 5 Asian, 6 African American, 12 White, and 30 Hispanic) were 8 th grade students. The paired-sample t tests’ results showed that the model of STEM PBL instruction elicited a statistically significant (p < 0.05) improvement in the mathematical and scientific vocabulary knowledge of students with the Cohen’s d effect size of 0.62 and 0.84 respectively. STEM PBL could be a beneficial instructional method concerning vocabulary mastery for students in science and mathematics classes.