为幼儿园儿童制定 STEM 扫盲框架

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-02-07 DOI:10.1007/s11165-024-10157-6

Zhenhua Wu, Li’an Huang, Yu- Kuang Liu, Feng-Kuang Chiang

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摘要

STEM 素养是 STEM（科学、技术、工程和数学）教育所期望的主要成果。随着早期 STEM 学习的日益普及，人们认为 STEM 素养可以在幼儿时期培养。然而，对幼儿 STEM 素养的研究相对较少。本研究利用德尔菲法和层次分析法（AHP）征求了具有不同背景的专家小组的意见，并构建了幼儿园儿童 STEM 素养框架。研究结果说明了幼儿可以从高质量的早期 STEM 体验中获得什么。这将有助于促进早期 STEM 教育的课程开发、绩效评估和最佳实践。

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Developing a Framework of STEM Literacy for Kindergarten Children

STEM literacy is a desired principal outcome of STEM (Science, technology, engineering, and mathematics) education. With the increasing popularity of Early STEM learning, it is believed that STEM literacy could be developed in the early years. However, relatively few studies have examined STEM literacy in young children. This study utilized the Delphi method and the analytic hierarchy process (AHP) to elicit the opinions of a panel of experts with diverse backgrounds and to construct a framework of STEM literacy for kindergarten children. The findings of the study illustrate what young children could achieve from high-quality early STEM experiences. This would help to promote curriculum development, performance assessment, and best practices in early STEM education.

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.