José-Manuel Diego-Mantecón, University of Cantabria (西班牙)
Teresa-F. Blanco, University of Santiago de Compostela (西班牙)
关键词
能力,项目学习,STEAM,KIKS形式,中学教育,国际化
摘要
中学课程强调能力本位学习,但是,目前在课堂干预实践方面没有观察到实质性改变。实施的举措主要集中于促进最多三个关键能力的共同发展。本文介绍了一项基于Erasmus +和H2020计划的国际研究,旨在建立基于KIKS形式(Kids Inspire Kids for STEAM)的STEAM项目学习与关键能力的整体发展之间的关系。研究样本包括分布在53个小组的267名中学生,他们来自芬兰,英格兰,匈牙利和西班牙的29所学校。在至少两个学年内,每个小组运用以下方法制定了多个项目:基于STEAM项目和KIKS格式的学习。这个定性研究的数据是通过对学生,教师和KIKS培训师的观察和访谈进行收集的。分析表明,两种方法的结合促进了八个关键能力的发展。项目学习从本质上有利于数学能力以及科学,技术和工程能力的发展,而KIKS格式则促进读写能力和多语言能力的提高。两种方法的结合刺激了其余能力的发展。应当强调的是,对该项目的长期参与对取得的成果有决定性作用。
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技术信息
收到: 29-05-2020
修订: 05-06-2020
公认: 03-07-2020
OnlineFirst: 15-11-2020
发布日期: 01-01-2021
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文章编辑时间: 217 天 | 期刊编号的平均编辑时间 66: 238 天
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替代指标
如何引用
Diego-Mantecón, J., Blanco, T., Ortiz-Laso, Z., & Lavicza, Z. (2021). STEAM projects with KIKS format for developing key competences. [Proyectos STEAM con formato KIKS para el desarrollo de competencias clave]. Comunicar, 66, 33-43. https://doi.org/10.3916/C66-2021-03