ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND
ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND
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通过背景和伙伴关系加强教学：科学在手
DOI：
10.33225/pec/13.54.07
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发表时间：
2013
影响因子：
0.7
通讯作者：
Mike Borowczak
中科院分区：
文献类型：
--
作者：
Andrea C. Burrows;Gabriel Wickizer;Helen Meyer;Mike Borowczak
两个活动，一个热/工作和一个动态平衡，描述了三个高中班（n=55）在美国。该课程解决了展示策略与科学，技术，工程和数学（STEM）的学生使用。所描述的两个教训遵循ACS方法（应用程序，职业机会和社会影响）。ACS，或现实世界的背景应用程序，依赖于教学概念的坚实基础，同时为K-12学生开发增强的学习体验。所描述的研究探讨了STEM课程中学生参与和内容学习的问题，并为利用上下文ACS的潜力提供了证据。这些活动展示了如何使用ACS来最大限度地提高学生的参与度，并在课程实施过程中强调形成性评估。对数据的分析表明，接触ACS课程的学生从合作伙伴关系中汲取经验，将现实世界的应用程序与核心内容联系起来，总收益为17%。
关键词：情境学习，工程，伙伴关系，科学教育，STEM教育。
Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17% in aggregate.
Key words: context learning, engineering, partnerships, science education, STEM education.