Continuous Summative Assessment Sessions as a Motivational Tool for STEM students: a Case Study

Đurović, Gordan

doi:10.23919/mipro48935.2020.9245384

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…We created several sub-indicators (also called “secondary indicators”) to explore the chosen cases. In accordance with Sections “Theoretical background” and “Key features of STEM,” and coupled with relevant studies ( Clarke, 2015 ; Jiang and Cai, 2017 ; Lin, 2017 ; National Institute of Education Sciences, 2017 ; Shaw, 2018 ; Kang, 2019 ; Office of Educational Technology, 2019 ; Durovic, 2020 ; Falloon et al, 2020 ; Geesa et al, 2021 ; Lakanukan et al, 2021 ; Sirajudin and Suratno, 2021 ), we decomposed the six primary indicators into secondary indicators as displayed in Table 3 .…”

Section: Analytical Metricsmentioning

confidence: 99%

K–12 Science, Technology, Engineering, and Math characteristics and recommendations based on analyses of teaching cases in China

Zheng

Yang

et al. 2022

Front. Psychol.

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Science, Technology, Engineering, and Math (STEM) education emphasizes solving problems in authentic contexts and developing 21st-century skills. It also helps to cultivate individuals possessing scientific curiosity and innovative abilities. These capacities align with China’s core literacy training. Recent years have seen K–12 STEM cases flourish nationally. However, little attention has been paid to the shared characteristics of these practices, and suggestions for implementing STEM in primary and secondary schools are scarce. This paper presents commonalities in STEM practices within China from a curriculum perspective and offers recommendations for implementation based on these attributes. Specifically, this study first constructed analytical metrics via the Delphi method to assess STEM cases. Next, 51 typical STEM teaching cases in different regions of China were analyzed using these metrics. Based upon the statistical results, five characteristics of STEM cases were summarized: China’s STEM education has an unbalanced geographical distribution; current practices benchmark the need for innovative talent training; most instructional content is drawn from real-world problems, but interdisciplinary integration deserves closer focus; the cases featured rich teaching activities and were conducted in a project-based learning fashion with insufficient emphasis on mathematical applications; and China seems to be holistically promoting STEM education, especially through new technologies and supplementary materials. Findings should allow instructors to better understand the intricacies of STEM implementation and to promote successful STEM cases. Recommendations are also provided to optimize the localization of STEM education in China in order to cultivate innovative and interdisciplinary talent.

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