Unpacking Students' Modeling Practices during a Modeling-Based STEM Curriculum on Highway Route Selection: Comparing between High- and Low-Spatial Ability Students

Autor/inn/en	Lin, Jing-Wen; Chen, Yi-Min
Titel	Unpacking Students' Modeling Practices during a Modeling-Based STEM Curriculum on Highway Route Selection: Comparing between High- and Low-Spatial Ability Students
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023), S.67-86 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Jing-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-023-10384-9
Schlagwörter	Models; STEM Education; Civil Engineering; Spatial Ability; Curriculum Design; Elementary School Students; Foreign Countries; Program Effectiveness; Experiential Learning; Taiwan + Suchen Sie Ihr Suchwort? Analogiemodell; STEM; Räumliches Vorstellungsvermögen; Lehrplangestaltung; Ausland; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The intersection of modeling and STEM practices offers a promising avenue for creating an integrated STEM curriculum. However, research on designing modeling-based STEM (m-STEM) curricula is limited, particularly concerning how the curriculum affects the learning of students with different spatial abilities. This study developed a four-round modeling cycle using highway route selection as the topic to support the development of modeling practices for learners with diverse spatial abilities. Using a mixed-method research approach, this study collected and analyzed the modeling practices of 24 Taiwanese upper elementary school students with different spatial abilities by modeling practice worksheets. Further analysis of the modeling practices was conducted on students in the top third and bottom third of spatial abilities. Qualitative data, including interviews, classroom observations, and teacher reflections, were also analyzed to identify the curriculum factors influencing learning in students with different spatial abilities. Results revealed that all students increased their modeling practices from level 1 (single factor) to level 3 (relation) as the model complexity increased, indicating the effectiveness of the m-STEM curriculum. Additionally, the curriculum improved the equity of spatial ability in modeling practices. Low-spatial ability students benefited from hands-on practices and digital tools during the modeling selection phase. In contrast, high-spatial ability students benefited from analogies and experimental thinking during the model construction phase. This study highlights the potential for m-STEM curricula to promote learning equity and provides insights into effective and inclusive design practices for STEM educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01