STEM教學與研究
The Instruction and Research of STEM
| 節 | 週五 |
|---|---|
3 10:10–11:00 | STEM教學與研究 HA218 2 節連堂 |
4 11:10–12:00 |
* 根據陽明交大上課時間表所列
本課程介紹STEM中科學、數學、工程與科技的內涵,以及相關STEM的發展歷史,並且藉由STEM活動的體驗課程以及相關文獻介紹,引導學生做STEM活動的課程設計與相關研究設計,期能讓學生可以經由此課程學習到如何從事STEM教學活動與研究基礎。
1.參與和討論(20%) 2.文獻口頭報告(20%) 3.STEM實作演練與發表(30%) 4.課程設計活動發表(30%)
| 週次 | 主題 |
|---|---|
| 第 1 週 | 中秋節停課一次 |
| 第 2 週 | 課程簡介 |
| 第 3 週 | STEM的意涵(1) Honey, Pearson, & Schweingruber, 2014, Ch1 |
| 第 4 週 | STEM的意涵(2) Bybee, 2010; Honey, Pearson, & Schweingruber, 2014, Ch2 |
| 第 5 週 | 國慶日調整放假,停課一次 |
| 第 6 週 | STEM的要素:科學 Bybee, 2014 |
| 第 7 週 | STEM的要素:工程 NRC, 2009 |
| 第 8 週 | STEM的要素:數學 Grover & Pea, 2013; Koestler, Felton-Koestler, Bieda, & Otten, 2013, Ch1 |
| 第 9 週 | STEM的要素:科技 ITEA, 2000 |
| 第 10 週 | 科技部計畫期末報告(11/08補課) |
| 第 11 週 | STEM課程設計與研究(1) Burke, 2014; Dare, Ring-Whalen, & Roehrig, 2019; English & King, 2019 |
| 第 12 週 | STEM課程設計與研究(2) Chalmers, Carter, Cooper, & Nason, 2017; Dare, Rafferty, Scheidel, & Roehrig, 2017 |
| 第 13 週 | 科學教育年會(1/10補課) |
| 第 14 週 | STEM課程設計與研究(3) Chien, & Chu, 2018; Leung, 2018 |
| 第 15 週 | STEM的體驗活動(1):動力車 |
| 第 16 週 | STEM的體驗活動(2):數學城堡 |
| 第 17 週 | STEM的課程設計活動發表(1) |
| 第 18 週 | STEM的課程設計活動發表(2) |
1. Burke, B. N. (2014). The ITEEA 6E learning ByDeSIGNTM model: Maximizing informed design and inquiry in the integrative STEH classroom. Technology and Engineering Teacher, 73(6), 14-19. 2. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30-35. 3. Bybee, R. W. (2014). NGSS and the next generation of science teachers. Journal of science teacher education, 25(2), 211-221. 4. Chalmers, C., Carter, M. L., Cooper, T., & Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15(1), 25-43. 5. Chien, Y. H., & Chu, P. Y. (2018). The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum. International Journal of Science and Mathematics Education, 16(6), 1047-1064. 6. Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720. 7. Dare, E., Rafferty, D., Scheidel, E., & Roehrig, G. (2017). Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit. K-12 STEM Education, 3(2), 193-203. 8. English, L. D., & King, D. (2019). STEM integration in sixth grade: designing and constructing paper bridges. International Journal of Science and Mathematics Education, 17(5), 863-884. 9. Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43. 10. Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press. 11. International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: International Technology Education Association. 12. Koestler, C., Felton-Koestler, M. D., Bieda, K., & Otten, S. (2013). Connecting the NCTM process standards and the CCSSM practices. National Council of Teachers of Mathematics. 13. Leung, A. (2018). Exploring STEM pedagogy in the mathematics classroom: A tool-based experiment lesson on estimation. International Journal of Science and Mathematics Education, 1-20. 14. National Research Council. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Academies Press.
- 地點
- HA202B
- 時間
- Monday 15:00-17:00
- 聯絡方式
- email: sengechen@nctu.edu.tw 校內分機:58057