Design and Evaluation of Science Teaching Using STEM Literacy

DOI

10.2991/assehr.k.191206.024How to use a DOI?

Keywords

STEM literacy, multidisciplinary integration, teaching mode, scientific literacy

Abstract

Objective: In this study, setting up STEM-based science teaching time activities proves the superiority and effectiveness of STEM-based scientific teaching design. It can provide guidance and reference for the implementation of STEM curriculum in China. Methods: By collecting and consulting a large number of relevant literatures on this aspect, in this study, they are analyzed and summarized, and the core content and key elements of STEM education are studied, so as to lay a good foundation for the follow-up teaching design and practice. Then, the teaching steps are designed, the literacy framework and the teaching mode are established, and finally the teaching practice is carried out. Through teaching practice, the effect of STEM teaching mode is verified and analyzed. Results: Through practical activities, it is concluded that the teaching practice activities based on STEM educational concept can effectively promote the development of students’ personal interests, especially for the interest under the influence of the situation. Moreover, it can effectively promote the development of students’ personal scientific literacy, especially the practical ability of students’ scientific practice. Conclusion: Scientific instructional design based on STEM literacy plays an important role in improving students’ overall personal qualities and can be widely used in teaching.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fang Chen
AU  - Li Zhu
AU  - Lianzhong Liu
PY  - 2019
DA  - 2019/12/12
TI  - Design and Evaluation of Science Teaching Using STEM Literacy
BT  - Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019)
PB  - Atlantis Press
SP  - 116
EP  - 123
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191206.024
DO  - 10.2991/assehr.k.191206.024
ID  - Chen2019
ER  -