Learning for STEM Literacy: STEM Literacy for Learning
Learning for STEM Literacy: STEM Literacy for Learning
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学习 STEM 素养：STEM 素养学习
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
A. Zollman
中科院分区：
文献类型：
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作者：
A. Zollman
我们正处于STEM一代，其综合目标是解决(1)社会对新技术和科学进步的需求；（二）国家安全的经济需要；(3)个人需要成为一个充实的、有生产力的、有知识的公民。STEM特指科学、技术、工程和数学，但现在有了更广泛的含义，包括环境、经济和医学。目前，专业组织在定义STEM素养的教育细节或标准方面没有达成一致。大多数定义确实涵盖了社会和经济需求，但忽视了个人需求。人们普遍认为，每个人都需要具备STEM素养。但是识字和有文化是有区别的。STEM素养不应被视为一个内容领域，而应被视为一种获得进一步学习的指示手段（由技能、能力、事实知识、程序、概念和元认知能力组成）。本文简要介绍了STEM中读写定义的背景，并基于(1)认知，(2)情感和(3)心理运动学习理论领域对STEM读写进行了描述。本文强调需要从学习STEM素养演变为使用STEM素养来学习以满足我们的社会，经济和个人需求。
We are in the STEM generation whose comprehensive purpose is to resolve (1) societal needs for new technological and scientific advances; (2) economic needs for national security; and (3) personal needs to become a fulfilled, productive, knowledgeable citizen. STEM specifically refers to science, technology, engineering, and mathematics, but now has a broader meaning to include environment, economics, and medicine. Currently, there is not an agreement of the particulars in education, or in standards, by professional organizations that define STEM literacy. Most definitions do cover societal and economic needs but overlook personal needs. There is a general consensus that everyone needs to be STEM literate. But there is a difference between literacy and being literate. STEM literacy should not be viewed as a content area but as a deictic means (composed of skills, abilities, factual knowledge, procedures, concepts, and metacognitive capacities) to gain further learning. This paper gives a brief background of literacy definitions in STEM and presents a description of STEM literacy based upon (1) cognitive, (2) affective, and (3) psychomotor learning theory domains. The paper stresses the need to evolve from learning for STEM literacy to using STEM literacy for learning to satisfy our societal, economic, and personal needs.