Case Study And Teaching Practice Of High School Biology Course Based On STEM Education Concept

STEM Education is an acronym for Science,Technology,Engineering,and Mathematics.It aims to solve interdisciplinary problems through problem solving,engineering design,and project learning,which have characteristics of diversity,situationality,interestingness and experience.The paper teases the current research status and theoretical basis of STEM education at home and abroad through the literature method,and finds that the research on STEM education in China is more and more extensive,while the cases and practices of integrating STEM education into high school biology teaching are relatively few.Therefore,the paper selects the contents of STEM education through arranging and summarizing the knowledge point of the three PEP edition compulsory textbooks of the high school biology,and chooses three knowledge points of eukaryotic cell structure,human genetic disease and application of respiration as the case development.The paper takes the "production of three-dimensional structural model of eukaryotic cells" as an example to carry out teaching practice.In the Nankang third senior high school of Jiangxi Province,two parallel classes with insignificant differences are selected.The experimental class is taught by the biology teaching mode based on STEM education concept.The control class is taught with the traditional teaching mode.The two classes were tested at the same time to compare the influence of different teaching modes on students’ grades.After class,a questionnaire survey was conducted on the experimental class to understand the students’ interdisciplinary problem-solving ability,hands-on practical ability and the matter of whether their learning interest has been improved.The study use statistical analysis to analyze the practical research results,which shows that compared with the traditional teaching mode,the error rate of the selection of the experimental class and the control class is significantly different when examining the structural characteristics of the organelles,and the error rate of the single topic in the experimental class is reduced by 50%-77.8% compared with the control class,which means students’ mastering on the knowledge point has significant difference.Through teacher observation,students in the experimental class can use mathematical knowledge to solve the relationship between nuclear and cytoplasmic ratio in the cell structure model during the modeling process.The mean value of interdisciplinary problem-solving ability and hands-on operation ability are increased by 48.8% and49.6% respectively,and both of their Sig.(both sides)are smaller than 0.05,which manifest that there is a significant difference.In terms of biological learning interest,93% students believe that there is a significant improvement,and they have achieved satisfactory results in the teaching practice.The paper enriches the teaching cases and practices of STEM education’s blending to high school biology,which is expected to lay a foundation for educational researchers to make further develop cases,and provide reference for frontline teachers to carry out high school biology teaching practice based on the STEM education concept.