Active Assessment

Hanauer, David I.; Hatfull, Graham F.; Jacobs-Sera, Debbie

doi:10.1007/978-0-387-89649-6_1

Cited by 21 publications

(2 citation statements)

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“…Authentic SI is characterized by: development of individual and cultural knowledge; contextualized scientific knowledge; progress toward high-order problem solving; and social interaction for scientific objectives (Hanauer et al, 2009). SI is injected by concrete theoretical knowledge, which is contextualized in very specific ways (Hodson, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

“…SI is injected by concrete theoretical knowledge, which is contextualized in very specific ways (Hodson, 1996). Meaningful SI is typically contextualized within a specific and established knowledge structure rather than the abstract application of procedural knowledge (Hanauer et al, 2009). In the inquiry-based learning model, students are encouraged to ask questions and conduct research on topics of interest to make their discoveries, rather than developing products or artifacts with practical applications.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Proposed Taxonomy of Teaching Models in STEM Education: Robotics as an Example

et al. 2022

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Many countries and regions have reached a consensus to promote science, technology, engineering, and mathematics (STEM) education in the past decade. A body of studies have demonstrated that the design and organization of interdisciplinary teaching activities are important for the effective implementation of STEM education. So far, however, little attention has been paid to the taxonomy of teaching models in STEM education. This paper aims to propose a taxonomy based on the dimensions of learning outcomes (i.e., product-oriented and knowledge-oriented) and teaching process (i.e., forward teaching model and reverse teaching model) in STEM education. Through the intersection of the above two dimensions, four teaching models in STEM education have emerged, including project-based learning (PBL), reverse engineering (RE), scientific inquiry (SI), and troubleshooting/debugging (T/D). In addition, four cases are introduced to explain how these four teaching models operate in STEM education. The implications of this work for future research are also discussed. It is promising that the study will be valuable to enrich the current research, and shed light on the theory and practice of STEM education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%