Research On High School Physics Teaching Strategy And Design Based On STEM Concept

STEM education,which originated in the United States of America,promotes the integration of multiple disciplines and areas of study,and focuses on the rearing of students with both practical skills and an innovative mindset.The aim is to cultivate the students’ ability to use knowledge and skills to solve practical problems.Many countries have even brought STEM to the level of national strategic importance,which consequently has made STEM education the go to means for the development of talented researchers.With respect to current education curricula and teaching practices,the concept of an entirely STEM curriculum is unrealistic.The incorporation of the basic concept of STEM into current curricula must begin from the subject of Physics,which itself is the basis of the sciences and inherently overlaps with many other fields of study,including technology,engineering,and mathematics.Therefore,the integration of STEM concepts into high school physics courses is an effective way to produce innovative students with strong comprehension and critical thinking skills.Based on relevant STEM education literature and field data from real high school physics classes,effective methods of integrating STEM education and high school physics curricula are direly needed.This study has designed and developed an integrated STEM-Physics curriculum that is based on many projects in an attempt to solve many classic problems in high school physics.This STEM-Physics curriculum is,in theory,able to advance the integration of STEM education into current physics curricula and provide a frame of reference for the creation of a more well-rounded curriculum that is suited for Chinese class rooms.The first chapter of this study will explain the background and significance of the topic,examine the emergence and development of the core concepts of STEM education.The second chapter defines STEM education nomenclature and discusses the characteristics of STEM education,STEM literacy,STEM curriculum models,and the theoretical basis of STEM education in order to provide support for this thesis.The third chapter expounds the current situation and difficulties of the integration of STEM concepts into high school classrooms using questionnaires that were given to a large number of physics teachers.The fourth chapter deals with the analysis of the feasibility of the integration of STEM education concepts into high school physics courses via two separate avenues,including courses standards and teaching philosophy and verifies that the newly developed integrated curriculum of STEM-Physics utilizes a relevant and applicable curriculum model and proposes a method of integrating core STEM concepts into high school physics curricula to create a problem-based curriculum that is based on Design Patterns,which is a core concept of STEM education.Through the study of engineering problems and real project operations,the development of comprehensive literacy and problem solving skills can be accomplished."Free fall" and "Making a Metal Detector",which are two problems based on real scenarios,were taught using the developed teaching models.Afterwards,two cases were selected for a practical in class trial and the results of the lessons were observed and recorded.The conclusion of the majority of both students and teachers was that the STEM-physics curriculum can in fact improve student STEM literacy and that STEM based physics courses improves upon current physics curricula.