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《School science and mathematics》2018,118(1-2):53-60
STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a classroom where students are engaged in solving real world problems by applying the concepts they learn about science and mathematics. This article outlines a framework for developing such lessons and units, and discusses the underlying theory of systems thinking. A model lesson that uses this framework is discussed. Misconceptions regarding the EDP that children have displayed through this lesson and other design challenge lessons are highlighted. Through understanding these misconceptions, teachers can do a better job of helping students understand the system of ideas that helps engineers attack problems in the real world. Getting children ready for the 21st century requires a different outlook. Children need to tackle problems with a plan and not shrivel when at first, they fail. Seeing themselves as engineers will help more underrepresented students see engineering and other STEM fields as viable career options, which is our ultimate goal. 相似文献
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This paper introduces the attempts of inquiry learning in inorganic chemistry teaching and proposes the significances of inquiry learning. The inquiry learning has been applied in experimental teaching, case teaching, experience teaching, etc. The implementation effects of inquiry learning are showed through teaching data. The practices indicate that the inquiry learning stimulates the students' learning initiatives, strengthens the interactions between teachers and students, cultivates the students' innovation abilities and exploration spirits, and improves the teaching effects. 相似文献
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Authority roles among teachers and students have traditionally been hierarchal and centered with the expertise and power of the teacher limiting opportunities for students to act with autonomy to build and justify mathematics. In this paper we discuss authority roles for teachers and students that have been realized in an inquiry-based university, honors calculus classroom. We define and discuss four types of authority we identified from video data: institutional, expertise, mathematical, and performative. We suggest that the institutional authority of the instructor is present whether or not she is acting with the intention to bear authority, thereby interfering with the instructor's ability to share authority with her students. Further, we believe that the traditional focus on the bearer of authority limits our ability to create environments wherein authority can be shared. Instead we suggest that a focus on empowering the receiver to recognize expertise and mathematical authorities may be more fruitful. 相似文献
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According to previous studies, inquiry-based mathematics teaching enhances learning. However, teachers need support in implementing this type of teaching. In this study, a high school teacher was given a short preplanned inquiry-based mathematics teaching unit that included activities with GeoGebra. The teacher was interviewed after every lesson to explore her reflections after teaching. I analyzed how the teacher described the differences between her regular teaching style and the teaching unit and the pros and cons of the teaching unit. The teacher reflected on the roles of the teacher and students, depth of students’ knowledge, her stance toward the teaching unit, constraints for using this type of teaching approach, and challenges in guiding the students. The results give insights to what kind of reflections on technology-enriched inquiry-based mathematics teaching it is possible to initiate with short preplanned teaching units. 相似文献
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