【譯題】 技術(shù)促進(jìn)STEM學(xué)習(xí)的9個(gè)維度與創(chuàng)新案例（四）

Published by the U.S. Department of Education， Office of Educational Technology 美國教育部教育技術(shù)辦公室

7.Project-based Interdisciplinary Learning. Students use digital technology tools in the context of authentic project- or challenge-based learning activities that integrate multiple STEM fields （e.g.， science and mathematics）.

Henrietta Lacks Health and Bioscience High School

Henrietta Lacks Health and Bioscience High School in Vancouver， Washington provides students with interdisciplinary project- or challenge-based learning through a project in which students learn about the chemicals in sunscreen and their impact on the environment. The challenge starts by creating a model of a molecule thats commonly found in over-the-counter products including sunscreen. Through their research， students learn that certain compounds such as oxybenzone are harmful for coral reefs and for your skin. In their investigations students use the authentic and freely available PubChem database of chemical information and 3D interactive chemical structure models. For their culminating artifact， students create a project poster as well as a public information piece in the form of a sunscreen brochure. Students present their research to the entire class and describe how the active ingredients found in sunscreen affects coral reef systems and human health.

8.Embedded Assessments. Digital assessments are embedded in STEM instruction to prompt students reflection on the quality of their explanations， models， or problem solutions.

Pine Grove Middle School

At Pine Grove Middle School in Syracuse， New York， students complete embedded assessments during a science lesson about the impact of organisms on the ecosystem. The lesson starts with a check-in question about what would happen if certain species were removed from the food chain. The question sets the context of the lesson， which is driven by students curiosities about food chain impacts. Students add their ideas to a collaborative document where they receive feedback from their peers. Facilitated by the technology， students reflect on and synthesize ideas which often results in the formation of new or revised understandings about the topic. In the second part of the lesson， students focus on what would happen to the food chain if certain species were added. Students submit their answers online where the teacher can also provide real-time feedback to individual students. An important factor for the successful use of digital technology， a teacher notes， is to ask meaningful questions that do not require a yes/no response.

9.Evidence-based Models. Students use technology to develop models based on data and evidence.

Cedars International Next Generation High School

Cedar Internationals Next Generation High School in Austin， Texas， embeds the development of evidence-based models into its project-based learning curriculum. Teachers often engage students with authentic design challenges， such as how to add additional space to the school building， a real and immediate problem facing the school. Students start by researching the spaces in the school， using abstract measuring tools and algebra to measure the dimensions of each of the rooms. Students use the data measurements to create a model for the existing school and then apply their algebraic skills to create another model for a new school design with more usable space. Students create drafts of floor plans and share them with a graphic design team. Together， both teams collaborate by asking questions back and forth about the specifics of the floor plan. When doing this project in the past， students used their hand sketches as models， but those models conveyed limited information. When students started using digital technology to generate models， their products became much more compelling， detailed， and articulate.

Conclusion

Numerous opportunities for STEM learning with technology exist in both formal and informal educational experiences at all levels of our education system. However， as in all fields of study， technology alone is not sufficient to make a difference in STEM. For powerful learning to occur， teachers must be able to make instructional decisions based on evidence that a particular approach will improve outcomes.

A systematic review of the research literature on the impact of technology in STEM learning， summarized in this report， identified nine dimensions practices that result in powerful learning. The nine dimensions， with examples of ways in which they are being used in classrooms across the country， can help teachers make effective decisions about how to support STEM learning with technology now and in the future.

譯文

7.基于項(xiàng)目的跨學(xué)科學(xué)習(xí)。學(xué)生在整合多個(gè)STEM領(lǐng)域（例如科學(xué)和數(shù)學(xué)）的基于項(xiàng)目或挑戰(zhàn)的真實(shí)學(xué)習(xí)活動(dòng)中使用數(shù)字技術(shù)工具。

案例學(xué)校：Henrietta Lacks Health and Bioscience High School

Henrietta Lacks Health and Bioscience High School為學(xué)生提供跨學(xué)科項(xiàng)目或以挑戰(zhàn)為基礎(chǔ)的學(xué)習(xí)。通過一個(gè)項(xiàng)目，學(xué)生了解了防曬霜中的化學(xué)物質(zhì)及其對(duì)環(huán)境的影響。這項(xiàng)挑戰(zhàn)首先要建立一種分子模型，這種分子常見于包括防曬霜在內(nèi)的非處方藥中。通過研究，學(xué)生們了解到某些化合物如氧苯酮對(duì)珊瑚礁和皮膚有害。在他們的調(diào)查中，學(xué)生使用真實(shí)和免費(fèi)的化學(xué)信息數(shù)據(jù)庫PubChem和3D交互式化學(xué)結(jié)構(gòu)模型。為了達(dá)到最終效果，學(xué)生們制作了一個(gè)項(xiàng)目海報(bào)和一個(gè)防曬手冊(cè)形式的公共資訊。學(xué)生們向全班同學(xué)展示他們的研究成果，并描述防曬霜中的活性成分如何影響珊瑚礁系統(tǒng)和人類健康。

8.嵌入的評(píng)估。數(shù)字評(píng)估嵌入到STEM教學(xué)中，以促使學(xué)生對(duì)其解釋、模型或問題解決方案的質(zhì)量進(jìn)行反思。

案例學(xué)校：Pine Grove Middle School

在Pine Grove Middle School，學(xué)生們?cè)谝惶藐P(guān)于生物對(duì)生態(tài)系統(tǒng)影響的科學(xué)課上完成嵌入式評(píng)估。這一課從一個(gè)檢驗(yàn)問題開始，即如果某些物種從食物鏈中被移除，會(huì)發(fā)生什么。這個(gè)問題設(shè)定了課程的背景，學(xué)生的好奇心被食物鏈會(huì)有什么影響所驅(qū)動(dòng)。學(xué)生們將他們的想法添加到一個(gè)協(xié)作文檔中，在那里他們可以得到同伴的反饋。在技術(shù)的幫助下，學(xué)生可以反思和整合觀點(diǎn)，從而形成對(duì)主題新的或修正的理解。在課程的第二部分中，學(xué)生們關(guān)注的是，如果加入某些物種，食物鏈會(huì)發(fā)生什么變化。學(xué)生在線提交答案，教師也可以向個(gè)別學(xué)生提供實(shí)時(shí)反饋。一名教師指出，成功使用數(shù)字技術(shù)的一個(gè)重要因素是提出有意義的問題，而不是回答是或否。

9.建設(shè)以數(shù)字證據(jù)為基礎(chǔ)的模型。學(xué)生使用技術(shù)開發(fā)基于數(shù)據(jù)和證據(jù)的模型。

案例學(xué)校：Cedars International Next Generation High School

Cedars? International Next Generation High School將開發(fā)基于證據(jù)的模型嵌入到項(xiàng)目學(xué)習(xí)課程中。教師經(jīng)常讓學(xué)生參與真正的設(shè)計(jì)挑戰(zhàn)，比如如何為學(xué)校建筑增加額外的空間，這是學(xué)校面臨的一個(gè)真實(shí)而緊迫的問題。學(xué)生們開始研究學(xué)校的空間，使用抽象的測(cè)量工具和代數(shù)來測(cè)量每個(gè)房間的尺寸。學(xué)生使用數(shù)據(jù)測(cè)量為現(xiàn)有的學(xué)校創(chuàng)建一個(gè)模型，然后應(yīng)用他們的代數(shù)技能，設(shè)計(jì)創(chuàng)建另一個(gè)有更多可用空間的新學(xué)校的模型。學(xué)生們起草平面圖，并與平面設(shè)計(jì)團(tuán)隊(duì)分享。兩個(gè)團(tuán)隊(duì)通過反復(fù)商討關(guān)于平面圖細(xì)節(jié)的問題來進(jìn)行協(xié)作。在過去做這個(gè)項(xiàng)目的時(shí)候，學(xué)生們用他們的手繪草圖作為模型，但是這些模型傳達(dá)的信息是有限的。當(dāng)學(xué)生們開始使用數(shù)字技術(shù)來生成模型時(shí)，他們的產(chǎn)品變得更加引人注目、更加詳細(xì)、更加清晰。

結(jié)論

在我們教育系統(tǒng)的各個(gè)層次正式和非正式學(xué)校教育中，都存在著大量利用技術(shù)進(jìn)行STEM學(xué)習(xí)的機(jī)會(huì)。但是，與所有研究領(lǐng)域一樣，僅憑技術(shù)不足以使STEM與眾不同。為了進(jìn)行有效的學(xué)習(xí)，教師必須能夠基于數(shù)據(jù)證明一種特定的方法可以改善教學(xué)效果，從而做出教學(xué)決策。

本報(bào)告通過對(duì)技術(shù)在STEM學(xué)習(xí)中影響的研究文獻(xiàn)進(jìn)行系統(tǒng)的綜述和總結(jié)，選定了可帶來有效學(xué)習(xí)效果的9個(gè)維度的實(shí)踐案例。這9個(gè)維度，在全國各地的課堂中都有使用方式的示例，可以幫助教師做出有效的決策，以決定在現(xiàn)在和將來如何通過技術(shù)來支持STEM學(xué)習(xí)。