{"title":"在学校掌握的学习技能用于大学的干学研究","authors":"R. Birzina, Dagnija Cedere, Sandra Kalniņa","doi":"10.33225/pec/23.81.742","DOIUrl":null,"url":null,"abstract":"In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. \nKeywords: learning skills, STEM education, first-year university students","PeriodicalId":0,"journal":{"name":"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"LEARNING SKILLS ACQUIRED AT SCHOOL FOR STEM STUDIES AT THE UNIVERSITY\",\"authors\":\"R. Birzina, Dagnija Cedere, Sandra Kalniņa\",\"doi\":\"10.33225/pec/23.81.742\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. \\nKeywords: learning skills, STEM education, first-year university students\",\"PeriodicalId\":0,\"journal\":{\"name\":\"\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0,\"publicationDate\":\"2023-12-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33225/pec/23.81.742\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33225/pec/23.81.742","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
要掌握科学知识,就必须开展动手活动,利用获得的数据进行实验和科学探究,能够批判性地评价和理解科学概念,以及进行合作与交流。STEM 学习能促进探究性思维、逻辑推理以及沟通和协作能力。在大学学习科学,学生既需要硬技能--认知和特定学科技能,也需要软技能--人际和个人技能。本研究的目的是澄清学生在学校获得的学习技能对大学 STEM 学习的适当性/实用性。研究由两部分组成:对 Web of Science 和 SCOPUS 数据库的系统性回顾,以及对拉脱维亚大学 242 名理科一年级学生进行的关于 2018-2020 年在学校获得的学习技能的调查。定性数据处理程序 AQUAD 用于处理从学生调查中获得的数据。数据编码根据专门为此开发的代码系统进行。根据学生陈述之间的关系,将定性数据转换为定量格式,并在代码之间建立联系。研究得出的结论是,在学校获得的认知技能、人际交往技能和人内技能是高等教育第一个学年的内在学习技能。在系统回顾和学生回答中,对硬技能和软技能的评价没有主要差异,这证明了在学校获得的 21 世纪学习技能对大学科学学习的适当性/实用性。关键词:学习技能、STEM 教育、大学一年级学生
LEARNING SKILLS ACQUIRED AT SCHOOL FOR STEM STUDIES AT THE UNIVERSITY
In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university.
Keywords: learning skills, STEM education, first-year university students