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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被引用

引述 Web of Science

Diego-Mantecon, Jose Manuel; Haro, Elena; Blanco, Teresa F.; Romo-Vazquez, Avenilde; . The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects VOCATIONS AND LEARNING, 2021.

https://doi.org/10.1007/s10649-021-10032-5

Marin-Marin, Jose-Antonio; Moreno-Guerrero, Antonio-Jose; Duo-Terron, Pablo; Lopez-Belmonte, Jesus; . STEAM in education: a bibliometric analysis of performance and co-words in Web of Science EDMA 0-6-EDUCACION MATEMATICA EN LA INFANCIA, 2021.

https://doi.org/10.1186/s40594-021-00296-x

Diego-Mantecon, Jose-Manuel; Prodromou, Theodosia; Lavicza, Zsolt; Blanco, Teresa F.; Ortiz-Laso, Zaira; . An attempt to evaluate STEAM project-based instruction from a school mathematics perspective STEM Project-Based Learning, 2021.

https://doi.org/10.1007/s11858-021-01303-9

#EANF#; . Development of pre-professional practice in the non-classroom context: experiences in early childhood education Propósitos y Representaciones, 2021.

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引述 Scopus

Marín-Marín, J.-A., Moreno-Guerrero, A.-J., Dúo-Terrón, P., López-Belmonte, J. . STEAM in education: a bibliometric analysis of performance and co-words in Web of Science), International Journal of STEM Education, .

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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

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