Research On The Learning Engagement Of Primary School Students In Project-based STEM Teaching

The birth of STEM education responds to the new demand for talents in the ever-changing society.It breaks down the barriers between traditional single-subject education,organically integrates multidisciplinary knowledge,and enables students to solve problems through hands-on practice in real problem situations.By providing students with hands-on learning experiences,STEM education focuses on real problems in life experience and social practice,and emphasizes students' hands-on and brain-based participation in the learning process,in which they not only acquire result-oriented knowledge,but also acquire procedural knowledge contained in project problem solving.Based on this,STEM education engagement is especially important in the process of learning,learning participation is considered a process oriented,an important index of assessment of student learning,how to overcome the traditional education evaluation value as a result,a single evaluation way,with attention to process,the learning way of multi-dimensional evaluation STEM teaching engagement is studied in this paper to solve the key problems.Taking the sixth grade of Attached Primary School of Huazhong University of Science and Technology as an example,this study used questionnaire survey,epistemic network analysis and classroom observation to analyze the learning participation in STEM teaching.The questionnaire survey was used to provide an overall overview of participation in the four dimensions of cognition,behavior,emotion and society.Epistemic network analysis is used to conduct quantitative analysis of students' dialogue and works,so as to represent the complex cognitive structure in the learning process through network graph,and to deeply analyze cognitive participation.Classroom observation is theoretically guided by ICAP learning participation framework based on behavior measurement,and students' behavior statistics based on class and group are conducted,so as to deeply analyze behavior participation.Finally,according to the students' works,high and low achievement groups were divided for the difference analysis of learning participation,and based on the difference analysis results,Suggestions and countermeasures for improving the learning participation of primary school students in project STEM teaching were proposed.Through a comprehensive analysis of the conclusions obtained by the above research methods,the following three conclusions are obtained:(1)Students' learning participation in project STEM teaching is generally good,but there is a big difference between high and low achievement groups.(2)The evidence-centered educational evaluation model is an effective evaluation method for STEM teaching,but it is worth further study to explore a more scientific and efficient evidence collection method.(3)It is the key to realize deep learning participation that teachers skillfully guide students to conduct interactive learning in cooperative learning.Based on the research conclusions and the analysis results of the differences between high and low achievement groups,this study proposes two Suggestions for improving the learning participation of primary school students in STEM education:(1)In teaching activities,teachers should appropriately intervene in students' group activities.(2)In teaching activities,teachers should use precise interactive instructions to promote the development of in-depth interaction between students.