Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study.
Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study.
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高中工程课程中的数学、科学和工程整合：定性研究。
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
L. Berland
中科院分区：
文献类型：
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作者：
Clara G. Valtorta;L. Berland
在美国，K-12教室中的工程学一直受到越来越多的重视。科学，数学和工程的整合是K-12工程的好处和目标;然而，目前对K-12科学，数学和工程整合的功效的实证研究是有限的。这项研究增加了这个不断发展的领域，使用话语分析技术来研究学生是否以及为什么将数学和科学概念融入他们的工程设计工作。这项研究的重点是学生在高中工程课程的一个单元的工作。视频数据在单元期间收集，并用于识别学生讨论数学和科学概念的情节。作者使用语篇分析发现，当概念熟悉时，学生在没有老师提示的情况下成功地将数学和科学概念应用到工程设计工作中。然而，明确的教师提示和指导有关的不太熟悉的概念的整合似乎并没有促进学生使用这些概念。可能的解释和影响进行了讨论。
Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing field, using discourse analysis techniques to examine whether and why students integrate math and science concepts into their engineering design work. The study focuses on student work during a unit from a high school engineering course. Video data were collected during the unit and were used to identify episodes of students discussing math and science concepts. Using discourse analysis, the authors found that students successfully applied math and science concepts to their engineering design work without teacher prompting when the concepts were familiar. However, explicit teacher prompting and instruction regarding the integration of less familiar concepts did not seem to facilitate student use of those concepts. Possible explanations and implications are discussed.