循证实践:STEM教育实践形态的理性蜕变
|
摘要
当前国内STEM教育存在诸多乱象,寻求STEM教育实践的有效经验与科学方法已成为当务之急。循证实践是一种证据导向的科学范式,它秉承跨学科的实践理念,提倡面向问题的实践过程和科学本位的实践方法。为从方法论层面最大限度地规避实践中经验主义的弊端,缩短理论与实践的距离,研究将循证实践引入STEM教育研究,并详尽分析美国STEM教育在宏观政策研究、中观课程设计以及微观教学工具设计等层面的循证实践案例。研究发现,美国通过建立循证问题描述框架和构建循证数据库来提升STEM教育者的循证实践力,并努力完善循证证据评价机制和消除对"证据"的概念误读来促进循证实践的良性发展。鉴于此,提出我国STEM教育实践的发展建议:建立STEM教育的循证文化自觉,构建STEM教育循证实践推进系统,打造STEM教育循证主体生态圈,避免STEM教育循证方法的误用。
Currently, there are many problems in domestic STEM education, so it is urgent to seek effective experience and scientific methods for STEM education practice. Evidence-based practice is an evidence-oriented scientific paradigm, which upholds the interdisciplinary practical concepts and advocates problem-oriented practical process and scientific-based practice method. In order to minimize the disadvantages of empiricism in practice and shorten the distance between theory and practice, this paper introduces evidence-based practice into STEM education research, and analyzes the evidence-based practice cases of American STEM education in terms of macro-policy research, meso-curriculum design and micro-teaching tool design in detail. This paper finds that the United States promotes the evidencebased practice of STEM educators by establishing an evidence-based problem description framework and constructing an evidence-based database, and tries to improve the evidence-based evidence evaluation mechanism and eliminate the misinterpretation of the concept of "evidence" to promote the benign development of evidence-based practice. In view of this, this paper puts forward some suggestions for the domestic development of STEM practice: establishing an evidence-based cultural awareness of STEM education, constructing an evidence-based practice advancement system of STEM education, creating an evidence-based ecosystem for STEM education, and avoiding the misuse of evidence-based methods in STEM education.
Currently, there are many problems in domestic STEM education, so it is urgent to seek effective experience and scientific methods for STEM education practice. Evidence-based practice is an evidence-oriented scientific paradigm, which upholds the interdisciplinary practical concepts and advocates problem-oriented practical process and scientific-based practice method. In order to minimize the disadvantages of empiricism in practice and shorten the distance between theory and practice, this paper introduces evidence-based practice into STEM education research, and analyzes the evidence-based practice cases of American STEM education in terms of macro-policy research, meso-curriculum design and micro-teaching tool design in detail. This paper finds that the United States promotes the evidencebased practice of STEM educators by establishing an evidence-based problem description framework and constructing an evidence-based database, and tries to improve the evidence-based evidence evaluation mechanism and eliminate the misinterpretation of the concept of "evidence" to promote the benign development of evidence-based practice. In view of this, this paper puts forward some suggestions for the domestic development of STEM practice: establishing an evidence-based cultural awareness of STEM education, constructing an evidence-based practice advancement system of STEM education, creating an evidence-based ecosystem for STEM education, and avoiding the misuse of evidence-based methods in STEM education.
引文
[1]李王伟,徐晓东.作为一种学习方式存在的STEAM教育:路径何为[J].电化教育研究,2018,39(9):28-36.
[2]祝智庭,雷云鹤.STEM教育的国策分析与实践模式[J].电化教育研究,2018,39(1):75-85.
[3]约翰·杜威.我们怎样思维·经验与教育[M].姜文闵,译.北京:人民教育出版社,2005.
[4] LEDFORD J R, BARTON E E, HARDY J K, et al. What equivocal data from single case comparison studies reveal about evidence—based practices in early childhood special education[J]. Journal of early intervention, 2016, 38(2):79-91.
[5] GAMBRILL E. Evidence-based practice:an alternative to authority-based practice[J].The journal of contemporary human services,1999(80):314-350.
[6]徐文彬,彭亮.循证教育的方法论考察[J].教育研究与实验,2014(4):10-14.
[7]刘艳虹,霍文瑶,胡晓毅.美国孤独症干预循证实践研究报告的解读[J].中国特殊教育,2017,200(2):31-35.
[8]邓猛,颜廷睿.特殊教育领域循证实践的批判性反思——以自闭症教育干预领域为例[J].中国特殊教育,2017,202(4):3-8.
[9] DAVIES K S. Formulating the evidence based practice question:a review of the frameworks for LIS professionals[J]. Evidence based library and information practice, 2011, 6(2):75-80.
[10] SACKETT D L, ROSENBERG W M C, GRAY J A M, et al. Evidence based medicine:what it is and what it isn’t[J]. British medical journal, 1996, 312(13):71-72.
[11] Institute of Education Sciences. What works clearinghouse TM:standards handbook version4.0[EB/OL].[2018-12-26].https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf.
[12] The Georgetown University Center on Education and the Workforce. Projections of jobs and education requirements through 2018[EB/OL].[2018-12-26]. https://cew.georgetown. edu/wp-content/uploads/2014/12/fullreport.pdf.
[13] National Institute for STEM Education(NISE).National certificate for STEM teaching[EB/OL].[2018-12-26].http://nise.institute/.
[14] BOND L. Disparate impact and teacher certification[J].Educational assessment,evaluation and accountability, 1998, 12(2):211-220.
[15] DAVID L, GEORGE M, DAVID B, BEETHIKA K, MARK D. STEM:good jobs now and for the future[M].Washington, DC:United States Department of Commerce, 2011.
[16] U.S. Department of Commerce. The competitiveness and innovative capacity of United States[EB/OL].[2018-12-26].http://www.commerce.gov/sites/default/files/documents/2012/January/competes_010511_0.pdf.
[17] SHAFFER D W, HATFIELD D, SVAROVSKY G N, et al. Epistemic network analysis:a prototype for 21st century assessment of learning[J].International journal of learning and media, 2009, 1(2):33-53.
[18] Mars Education at Arizona State University. NGSS STEM lesson plans[EB/OL].[2018-12-26]. http://marsed.asu.edu/stem-lessonplans.
[19] Next Generation Science Standards[EB/OL].[2018-12-26].https://www.nextgenscience.org/.
[20] JOHNSON C C, PERERS-BURTON E E, MOORE T J. STEM road map:a framework for integrated STEM education[M]. New York:Routledge, 2015.
[21] RODGER W B, JOSEPH A T, APRIL G, et al. The BSCS 5E instructional model:origins, effectiveness and applications(executivesummary)[EB/OL].[2019-01-06]. https://bscs.org/sites/default/files/_media/about/downloads/BSCS_5E_Executive_Summary.pdf.
[22] FREEMAN S, EDDY S L, MCDONOUGH M, et al. Active learning increases student performance in science, engineering and mathematics[J]. Proceedings of the national academy of sciences, 2014, 111(23):8410-8415.
[23] EDDY S L, CONVERSE M, WENDEROTH M P. PORTAAL:a classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes[J]. CBE-life sciences education,2015(14):1-16.
[24] BIESTA G. Why “What Works” won’t work:evidence-based practice and the democratic deficit in educational research[J].Educational theory, 2007, 57(1):1-22.
[25] MITCHELL D. What really works in special and inclusive education:using evidence-based teaching strategies?[M].London:Routledge, 2008:1-7.
[26]程建坤.反思教育研究的实证情怀——兼与D.C.菲利普斯对话[J].教育学报,2016(3):11-19.
[27] BROCK M E, SEAMAN R L, GATSCH A L. Efficacy of video modeling and brief coaching on teacher implementation of an evidence-based practice for students with severe disabilities[J]. Journal of special education technology, 2018, 33(4):259-269.
[28]矫海莲,胡雁,曹育玲,等.国内外循证实践教育培训现状分析[J].护理学杂志,2009,24(16):93-96.
[29]张琦.遵循循证原则,制订教育政策[J].中国教育学刊, 2007(7):11-15.
[30] SCATTONE D, TINGSTROM D H, WILEZYNSKI S M. Increasing appropriate social interactions of children with autism spectrum disorders using social stories[J].Focus on autism and other developmental disabilities, 2006, 21(4):211-222.
[31] TEST D W, KEMP-INMAN A, DIEGELMANN K, et al. Are online sources for identifying evidence-based practices trustworthy?An evaluation[J].Exceptional children, 2015, 82(1):58-80.
[32] MIROCHNIK E, SHERMAN D C. Passion and pedagogy:relation, creation and transformation in teaching[M]. New York:PeterLang,2002:127-151.
[2]祝智庭,雷云鹤.STEM教育的国策分析与实践模式[J].电化教育研究,2018,39(1):75-85.
[3]约翰·杜威.我们怎样思维·经验与教育[M].姜文闵,译.北京:人民教育出版社,2005.
[4] LEDFORD J R, BARTON E E, HARDY J K, et al. What equivocal data from single case comparison studies reveal about evidence—based practices in early childhood special education[J]. Journal of early intervention, 2016, 38(2):79-91.
[5] GAMBRILL E. Evidence-based practice:an alternative to authority-based practice[J].The journal of contemporary human services,1999(80):314-350.
[6]徐文彬,彭亮.循证教育的方法论考察[J].教育研究与实验,2014(4):10-14.
[7]刘艳虹,霍文瑶,胡晓毅.美国孤独症干预循证实践研究报告的解读[J].中国特殊教育,2017,200(2):31-35.
[8]邓猛,颜廷睿.特殊教育领域循证实践的批判性反思——以自闭症教育干预领域为例[J].中国特殊教育,2017,202(4):3-8.
[9] DAVIES K S. Formulating the evidence based practice question:a review of the frameworks for LIS professionals[J]. Evidence based library and information practice, 2011, 6(2):75-80.
[10] SACKETT D L, ROSENBERG W M C, GRAY J A M, et al. Evidence based medicine:what it is and what it isn’t[J]. British medical journal, 1996, 312(13):71-72.
[11] Institute of Education Sciences. What works clearinghouse TM:standards handbook version4.0[EB/OL].[2018-12-26].https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf.
[12] The Georgetown University Center on Education and the Workforce. Projections of jobs and education requirements through 2018[EB/OL].[2018-12-26]. https://cew.georgetown. edu/wp-content/uploads/2014/12/fullreport.pdf.
[13] National Institute for STEM Education(NISE).National certificate for STEM teaching[EB/OL].[2018-12-26].http://nise.institute/.
[14] BOND L. Disparate impact and teacher certification[J].Educational assessment,evaluation and accountability, 1998, 12(2):211-220.
[15] DAVID L, GEORGE M, DAVID B, BEETHIKA K, MARK D. STEM:good jobs now and for the future[M].Washington, DC:United States Department of Commerce, 2011.
[16] U.S. Department of Commerce. The competitiveness and innovative capacity of United States[EB/OL].[2018-12-26].http://www.commerce.gov/sites/default/files/documents/2012/January/competes_010511_0.pdf.
[17] SHAFFER D W, HATFIELD D, SVAROVSKY G N, et al. Epistemic network analysis:a prototype for 21st century assessment of learning[J].International journal of learning and media, 2009, 1(2):33-53.
[18] Mars Education at Arizona State University. NGSS STEM lesson plans[EB/OL].[2018-12-26]. http://marsed.asu.edu/stem-lessonplans.
[19] Next Generation Science Standards[EB/OL].[2018-12-26].https://www.nextgenscience.org/.
[20] JOHNSON C C, PERERS-BURTON E E, MOORE T J. STEM road map:a framework for integrated STEM education[M]. New York:Routledge, 2015.
[21] RODGER W B, JOSEPH A T, APRIL G, et al. The BSCS 5E instructional model:origins, effectiveness and applications(executivesummary)[EB/OL].[2019-01-06]. https://bscs.org/sites/default/files/_media/about/downloads/BSCS_5E_Executive_Summary.pdf.
[22] FREEMAN S, EDDY S L, MCDONOUGH M, et al. Active learning increases student performance in science, engineering and mathematics[J]. Proceedings of the national academy of sciences, 2014, 111(23):8410-8415.
[23] EDDY S L, CONVERSE M, WENDEROTH M P. PORTAAL:a classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes[J]. CBE-life sciences education,2015(14):1-16.
[24] BIESTA G. Why “What Works” won’t work:evidence-based practice and the democratic deficit in educational research[J].Educational theory, 2007, 57(1):1-22.
[25] MITCHELL D. What really works in special and inclusive education:using evidence-based teaching strategies?[M].London:Routledge, 2008:1-7.
[26]程建坤.反思教育研究的实证情怀——兼与D.C.菲利普斯对话[J].教育学报,2016(3):11-19.
[27] BROCK M E, SEAMAN R L, GATSCH A L. Efficacy of video modeling and brief coaching on teacher implementation of an evidence-based practice for students with severe disabilities[J]. Journal of special education technology, 2018, 33(4):259-269.
[28]矫海莲,胡雁,曹育玲,等.国内外循证实践教育培训现状分析[J].护理学杂志,2009,24(16):93-96.
[29]张琦.遵循循证原则,制订教育政策[J].中国教育学刊, 2007(7):11-15.
[30] SCATTONE D, TINGSTROM D H, WILEZYNSKI S M. Increasing appropriate social interactions of children with autism spectrum disorders using social stories[J].Focus on autism and other developmental disabilities, 2006, 21(4):211-222.
[31] TEST D W, KEMP-INMAN A, DIEGELMANN K, et al. Are online sources for identifying evidence-based practices trustworthy?An evaluation[J].Exceptional children, 2015, 82(1):58-80.
[32] MIROCHNIK E, SHERMAN D C. Passion and pedagogy:relation, creation and transformation in teaching[M]. New York:PeterLang,2002:127-151.