Smart Teaching Strategy: The Engineering-Centered STEM Driving Problem Design

doi:10.16382/j.cnki.1000-5560.2021.08.003

Abstract

Abstract:

STEM education originates from the pragmatic national policy of the U.S and aims to cultivate students' comprehensive competencies of 21st century skills such as problem solving abilities, innovation abilities and teamwork abilities through interdisciplinary learning. In recent years, while STEM education is flourishing in China, there are problems such as immature curriculum system, ineffective teaching design, and disjunction from STEM education to subject knowledge. In order to solve these problems, this research focuses on the key elements of the STEM curriculum - the design of the driving problem based on the engineering design process, discussed the structure and basic features of a problem, and analyzed relevant cases, . In the STEM curriculum. The driving problem based on the engineering design process should be ill-structured, closely related to the situation, dynastic, and have domain relevance. The three key elements of the problem—Givens, Obstacles, and Goals—can be transformed into key elements of the curriculum design through integration with the engineering design process. The implications of the design of driving problems based on the engineering design process on STEM education practice include: interdisciplinary team building, the alternative evaluation methods, and the STEM curriculum ecological community formed by multiple groups.

Key words: STEM curriculum design, driving problem, engineering design process

Yanyan Sun, Fengshen He. Smart Teaching Strategy: The Engineering-Centered STEM Driving Problem Design[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(8): 33-44.

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References 0

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