An Analysis of STEAM Project Based Learning: A Perspective of Key Competencies

  • CUI Hong ,
  • ZHU Jiahua ,
  • ZHANG Xiuhong
Expand
  • 1. School of Life Sciences, Central China Normal University, Wuhan 430079, China;
    2. School of Teacher Education, Central China Normal University, Wuhan 430079, China;
    3. Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Beijing 100875, China;
    4. People's Education Press, Beijing 100081, China

Online published: 2017-07-07

Abstract

STEAM is an educational mode which engages students in learning through active participation, project design and problem solving. Quite similar to project based learning, STEAM is interdisciplinary and situational. Therefore, STEAM project based learning is based on specific outcomes and fuzzy tasks, which is an inquiry process involving interdisciplinary learning. In this paper, the authors argue that STEAM project based learning helps to enhance the cultivation of humanities, sense of responsibility and rational thinking, stimulate active learning, and improve individual consciousness and problem solving skills. What's more, it is consistent with the philosophy of the development of student's key competencies. From the perspective of key competencies, the authors also discuss the state quo and challenges in STEAM regarding how to assess the science courses in basic education, how to connect informal and formal education, and how to combine maker education with other cutting edge ideas.

Cite this article

CUI Hong , ZHU Jiahua , ZHANG Xiuhong . An Analysis of STEAM Project Based Learning: A Perspective of Key Competencies[J]. Journal of East China Normal University(Educational Sciences), 2017 , 35(4) : 54 -61+135+136 . DOI: 10.16382/j.cnki.1000-5560.2017.04.006

References

陈佑清.(2011).教学论新编. 北京:人民教育出版社.
崔鸿.(2013).初中科学教材难度国际比较研究.武汉:华中师范大学博士学位论文.
郭元祥, 伍远岳.(2016).学习的实践属性及其意义向度. 教育研究, (2),102-109.
胡畔,蒋家傅,陈子超. (2016).我国中小学STEAM教育发展的现实问题与路径选择. 现代教育技术, (8),22-27.
李雁冰.(2014)."科学、技术、工程与数学"教育运动的本质反思与实践问题——对话加拿大英属哥伦比亚大学Nashon教授.全球教育展望, (11),3-8.
林崇德.(2016). 21世纪学生发展核心素养研究.北京:北京师范大学出版社.
刘景福,钟志贤. (2002).基于项目学习(PBL)模式研究. 外国教育研究,(11),18-22.
罗伯特·M·卡普拉罗.(2016).基于项目的STEM学习——一种整合科学、技术、工程和数学的学习方式(王雪华等译).上海:上海科技教育出版社.
罗晖, 王康友. (2015). 中国科学教育发展报告. 北京:社会科学文献出版社.
秦光涛.(1998). 意义世界. 长春:吉林教育出版社.
唐小为,王唯真.(2014). 整合STEM发展我国基础科学教育的有效路径分析. 教育研究, (9),61-66.
王娟,吴永和.(2016)."互联网 +"时代 STEAM 教育应用的反思与创新路径.远程教育杂志,(2),90-97.
王旭卿.(2015). 面向STEM教育的创客教育模式研究. 中国电化教育, (8),36-41.
杨晓哲,任友群.(2015). 数字化时代的STEM教育与创客教育. 开放教育研究, (5),35-40.
余胜泉,胡翔.(2015). STEM教育理念与跨学科整合模式. 开放教育研究, (4),13-22.
赵兴龙. (2016).STEM教育的五大争议及回应. 中国电化教育, (10),62-65.
Edward Burnett Tylor. (1958).The Origins of Culture. New York:Harper and Row Publishers.
Holbrook.(2007). Project-based learning with multimedia.Derived from:http://pblmm.k12.ca.us/PBLguide/WhyPBL.html.
Judith A. Ramaley. (2016).Facilitating Change:Experiences with the Reform of STEM Education.Derived from:http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.526.8592&rep=rep1&type=pdf.
John Dewey.(1916). Democracy and Education.USA:The Macmillan Company.
Robert M. Capraro, Mary Margaret Capraro, James R. Morgan.(2013). Project-based learning:An integrated science, technology, engineering, and mathematics(STEM)approach. Rotterdam, the Netherlands:Sense Publishers.
YakmanG.(2008).STΣ@M Education:an overview of creating a model of Integrative education.Derived from:http://www.allcreativeliving.com/wp-content/uploads/2014/05/STEAM-Education-An-Overview-of-Creating-a-Model-of-Integrative-Education.pdf.

Outlines

/