Impact of Argumentation-Based STEM Activities on Ongoing STEM Motivation
Impact of Argumentation-Based STEM Activities on Ongoing STEM Motivation
复制标题
基于论证的 STEM 活动对持续 STEM 动机的影响
DOI：
10.1007/s41979-021-00062-2
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Mahmut Ayaz
中科院分区：
文献类型：
--
作者：
Ismail Dönmez;S. Gülen;Mahmut Ayaz
近年来，STEM教育已成为重要的教育目标。基于论证的 STEM 方法探讨了 STEM 教育中的重要话语过程。本研究的目的是探讨基于论证的 STEM 活动对学生持续的 STEM 动机的影响。本研究采用嵌入式混合方法。该研究在一所公立学校进行了 16 个课时，共有 45 名学生，包括实验组和对照组。研究中使用STEM动机量表来收集定量数据，并使用基于论证的STEM活动来收集定性数据。定量数据分析采用平均值、Wilcoxon 检验、Mann-Whitney U 检验，定性数据分析采用内容分析。根据获得的结果，可以观察到，通过基于论证的 STEM 活动，实验组的 STEM 动机发生了积极的变化。研究发现，11 岁学生群体的 STEM 动机高于 12 岁学生群体。论证支持的 STEM 活动的 STEM 动机在性别方面没有发现显着差异。在基于论证的 STEM 活动范围内，我们了解到学生具有很高的 STEM 动机。这项研究的主要意义在于，基于论证的 STEM 活动有潜力用于了解学生的 STEM 学习动机。
STEM education has emerged as an important educational goal in recent years. Argumentation-based STEM approach important discourse process in STEM education. The aim of this research was to examine the impact of argumentation-based STEM activities on students’ ongoing STEM motivations. The embedded mixed method has been used in this research. The research has been conducted for sixteen lesson hours at a public school with 45 students including experimental and control groups. STEM motivation scale has been used for the collection of quantitative data, and argumentation-based STEM activities have been used for the collection of qualitative data in the research. Averages, Wilcoxon test, and Mann–Whitney U test has been used in the analysis of quantitative data, and content analysis has been used in the analysis of qualitative data. According to the results obtained, it has been observed that there is a positive change in favor of the experimental group for STEM motivation with argument-based STEM activities. STEM motivations of the 11-year-old student groups have been found to be higher than the 12-year-old student groups. No significant difference was found in terms of gender in STEM motivation of argumentation-supported STEM activities. Within the scope of argument-based STEM activities, it is understood that students have a high level of STEM motivation. The main implication of this research is that the argument-based STEM activities have the potential to be used to understand students’ learning motivation in STEM.