The Study On The Development Of Learners' Higher-order Thinking Skills In Stem Course

With the demand for innovative and comprehensive talent training,STEM education has gained increasing attention.As an important carrier of STEM education,STEM courses directly affect the final results of education and training.The STEM course emphasizes the cultivation of higher-order thinking skills in the process of cultivating students' comprehensive applied science,technology,engineering,mathematics and other subject knowledge.But in this process,it is unclear whether these capabilities have been positively developed,and what kind of development features the capability has.The study selected the STEM course "Scratch Programming" at the elementary school level as the experimental course,and selected 82 learners from the fifth grade of Hangzhou D Primary School as the experimental research object.Combined with the teaching arrangement of the lecturer,four experimental project activities with the development of high-order thinking skills of learners as the main teaching goal and the level of thinking ability of learners were designed.Conducted a two-month practical study of STEM courses.Collected the learning data of learners in STEM courses through classroom observation,work evaluation,questionnaire survey and other methods.Including the learner's planning scheme(flow chart)and project work in the four experimental project activities,and the questionnaire survey data of the learner before and after the implementation of the STEM course.On the basis of the above research,the author based on the "high-order thinking skills dimension and flow chart,mapping relationship and measurement table of project works" formulated in the early stage of the study,the two first-order dimensions of high-order thinking skills(High-order thinking tendency dimension,Higher-order thinking skills dimension)correspond to flow charts and project works respectively,and each dimension of learners' higher-order thinking skills is scored one by one according to the evaluation rules.The quantitative data of the higher-order thinking skills of the learners in the four experimental projects of the STEM course were obtained.Use statistical analysis software for relevant analysis.The study reached the following conclusions:1.The learner's higher-order thinking skills has been positively developed in the teaching activities of the STEM course.The specific performance is that the learner's learning performance in the four experimental projects and the improvement of the project's work level,and the learner's "higher-order thinking skills questionnaire" before and after the test data are significantly different.2.On the whole,the development of high-order thinking skills of learners in STEM courses has staged characteristics.The specific performance is as follows: the level of high-order thinking skills of learners in the early stage of STEM courses is weak;there will be obvious improvement by the middle of the course;From then to the end of the course,the development and change of high-order thinking skills remained basically stable.3.The higher-order thinking ability includes multiple dimensions.In terms of specific dimensions,the development degree of these dimensions in STEM courses are different,and each dimension has its own prominent characteristics.4.In the STEM course,there is a significant correlation between the learner's higher-order thinking tendency dimension(including analysis,evaluation,and creation)and the higher-order thinking skill dimension(including problem solving ability,decision-making ability,critical thinking ability,and innovation ability)..The specific performance is as follows: the analysis dimension has a significant positive correlation with the problem-solving ability;the evaluation dimension has a significant positive correlation with the decision-making ability and critical thinking ability;the creative dimension has a very significant positive correlation with the innovation ability.