| dc.contributor | 教育系 | |
| dc.creator (作者) | 洪煌堯 | |
| dc.creator (作者) | Hong, Huang-Yao | |
| dc.creator (作者) | Lin*, Pei-Yi | |
| dc.creator (作者) | Chen, Bodong | |
| dc.creator (作者) | Chen, Nanxi | |
| dc.date (日期) | 2018-10 | |
| dc.date.accessioned | 4-Mar-2020 15:29:06 (UTC+8) | - |
| dc.date.available | 4-Mar-2020 15:29:06 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Mar-2020 15:29:06 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/129092 | - |
| dc.description.abstract (摘要) | STEM learning is an integrated approach to improving learners’ problem-solving capacity and 21st-century skills by engaging them in systematic investigation that requires interdisciplinary knowledge. This study aimed to examine whether the design of an innovative knowledge-building environment facilitates STEM learning. Participants were university students engaging in in-depth group projects to design a piece of living-technology product. Data were obtained from student groups’ online discussion of their STEM projects. Both quantitative and qualitative analyses of student groups’ knowledge-building activities, including fostering a strong sense of community, working productively with ideas, and assuming higher-level agency, provided evidence of students’ deep engagement in the design of their STEM projects. Recommendations for the design of effective STEM learning environments are offered. | |
| dc.format.extent | 539024 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | The Asia-Pacific Education Researcher, Vol.28, No.1, pp.63-76 | |
| dc.title (題名) | Integrated STEM Learning in an Idea-centered Knowledge-building Environment | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1007/s40299-018-0409-y | |
| dc.doi.uri (DOI) | https://doi.org/10.1007/s40299-018-0409-y | |
