Design STEAM Course to Train STEAM Literacy of Primary Students: Taking “Animal Mimicry Beast” as an Example

Research on cross-disciplinary science, technology, engineering, and mathematics (STEAM) curriculums could help primary students to develop their STEAM literacy. STEAM represents a global education trend and the target of Taiwanese students’ 12-year compulsory education. In this case study, 28 stude...

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Vydáno v:Jiao yu ke xue yan jiu qi kan Ročník 64; číslo 3; s. 85
Hlavní autoři: Chow-Chin, Lu, Shih-Yin, Ma
Médium: Journal Article
Jazyk:čínština
Vydáno: Taipei National Taiwan Normal University, Dept of Education 01.09.2019
Témata:
Animals
Classes (Groups of Students)
Coding
Compulsory Education
Educational Trends
Elementary Education
Elementary School Students
Elementary Schools
Grade 5
Interdisciplinary aspects
Interviews
Literacy
Semi Structured Interviews
STEM Education
Students
ISSN:2073-753X
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Shrnutí:Research on cross-disciplinary science, technology, engineering, and mathematics (STEAM) curriculums could help primary students to develop their STEAM literacy. STEAM represents a global education trend and the target of Taiwanese students’ 12-year compulsory education. In this case study, 28 students from a fifth-grade elementary school class were included as research participants. The STEAM curriculum theme of “animal mimicry beast” was chosen by three teachers from various fields to teach students about the specific behaviors of animals, to write Arduino design programs, and to select materials for assembling animal mimicry beasts. After the teaching, the students wrote Arduino program control sensors to mimic animals’ individual behaviors, drew design diagrams, and assembled animal mimicry beasts during 2 months. The data collected included Arduino learning sheets, animal mimicry discussion lists, learning logs, animal mimicry beast works, semi structured interviews, and teacher feedback for data coding,
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2073-753X
DOI:10.6209/JORIES.201909_64(3).0004