How to Design Collaborative Problem Solving based STEM Lessons based on the Perspective of Learning Behaviors?

被引：1

作者：

Chen, Li ^{[1
]}

Taniguchi, Yuta ^{[2
]}

Shimada, Atsushi ^{[2
]}

Yamada, Masanori ^{[3
]}

机构：

[1] Kyushu Univ, Grad Sch Human Environm Studies, Fukuoka, Japan

[2] Kyushu Univ, Fac Informat Sci & Elect Engn, Fukuoka, Japan

[3] Kyushu Univ, Fac Arts & Sci, Fukuoka, Japan

来源：

PROCEEDINGS OF 2020 IEEE INTERNATIONAL CONFERENCE ON TEACHING, ASSESSMENT, AND LEARNING FOR ENGINEERING (IEEE TALE 2020) | 2020年

基金：

日本学术振兴会;

关键词：

STEM education; STEM learning strategy; collaborative problem solving; learning behavior; learning analytics; STUDENTS; EDUCATION;

D O I：

10.1109/TALE48869.2020.9368346

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, a collaborative problem solving (CPS) based science, technology, engineering, and mathematics (STEM) course was designed, following CPS processes and the important factors of STEM education. The course was divided into three learning phases based on the contents and teaching approach. The purpose of the study was to identify the learning behaviors in different phases and to clarify the relationships between learning behaviors with learning strategies. The results indicated that learning behaviors related to rehearsal strategy, cognitive strategies such as organization and elaboration, and metacognitive strategies such as reflection should be considered in different learning phases. Finally, a framework of CPS-based STEM course was proposed based on the results and discussion.

引用

页码：197 / 204

页数：8

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