STEM教学对学生学习效果的影响研究——基于62项实验与准实验研究的元分析
A Study of the Effects of STEM Instruction on Students' Learning Outcomes——A Meta-Analysis Based on 62 Experimental and Quasi-Experimental Studies
张妮 1熊若欣 1夏海燕 1穆佳男1
作者信息
- 1. 贵州师范大学 教育学院,贵州 贵阳 550025
- 折叠
摘要
STEM教学注重通过跨学科整合模式发展学生的知识和能力.为深入挖掘STEM教学对学生学习效果的影响,使用元分析方法,对国内外期刊发表的62项STEM教学的实验与准实验研究进行系统分析.研究发现,STEM教学对学生的整体学习效果具有中等程度的正向影响;学段、学科、班级规模、实验周期、教学方法和教学场所等调节变量均会影响STEM教学的效果.研究结果不仅证明了STEM教学在提升学生学习效果方面的作用,而且为日后开展STEM教学实践提供了参考.
Abstract
STEM teaching focuses on developing students'knowledge and abilities through interdisciplinary integration mode.In order to explore the impact of STEM teaching on students'learning outcomes,the article uses meta-analysis to systematically analyze 62 experimental and quasi-experimental studies of STEM teaching published in domestic and international journals.The study found that STEM teaching has a moderate positive effect on students'overall learning outcomes;moderating variables such as school level,subject,class size,experimental period,teaching method and teaching place all affect the effects of STEM teaching.The results of the study not only demonstrate the role of STEM teaching in enhancing students'learning outcomes,but also provide a reference for future STEM teaching practices.
关键词
STEM教学/跨学科教学/学习效果/元分析Key words
STEM teaching/Interdisciplinary teaching/Learning effectiveness/Meta-analysis引用本文复制引用
基金项目
国家自然科学基金(72164004)
贵州省教育科学规划课题重点课题(2023)(2023A006)
贵州师范大学学术新苗基金(黔师新苗[2022]32号)
出版年
2023
NETL
NSTL
万方数据