A Study On The Evaluation Of Science Process Skills Of Junior High School Students Integrated Into STEM Project-based Learning

The Biology Curriculum Standards for Compulsory Education(2022 Edition)points out that inquiry practice activities mainly include scientific inquiry and interdisciplinary practice.The main links are: discovering problems or proposing tasks,formulating plans,implementing plans,obtaining evidence or forming preliminary products,analyzing evidence or improving designs,drawing conclusions or materializing results,expressing,communicating or displaying,etc.,they carry the cultivation function of scientific process skills.STEM project-based learning has become an important concept,method and approach of science learning,emphasizing scientific practice and scientific inquiry,emphasizing students’ hands-brain participation in learning,and comprehensively using knowledge in various subject areas to collaborate to solve real-life problems.This interdisciplinary practical learning theory with special epistemology and methodology integrates students’ STEM project-based learning ability with scientific inquiry ability to form "junior high school students’ scientific process skills integrated into STEM project-based learning",which is a key ability that junior high school students should have.The development of tools that can scientifically evaluate students’ scientific process skills integrated into STEM project-based learning is of great significance for the improvement of students’ scientific process skills integrated into STEM project-based learning and the teaching of STEM project-based learning activities.In this study,the literature review method,Delphi consulting method,questionnaire survey method,and project response theory were used to develop a scientific process skill evaluation tool integrated into STEM project-based learning,and on this basis,the skills of junior high school students were evaluated.Firstly,based on the relevant requirements of the Biology Curriculum Standards for Compulsory Education(2022 Edition),the characteristics of STEM project-based learning,and the research on scientific process skills at home and abroad,this study extracts the elements of junior high school students’ scientific process skills integrated into STEM project-based learning,and forms an evaluation index system.Secondly,the scientific process skills of junior high school students integrated into STEM project-based learning are divided horizontally,and a set of scientific process skills evaluation tools and evaluation standards suitable for junior high school students to integrate into STEM project-based learning are developed.Thirdly,a set of questionnaires on the scientific process skills of junior high school students suitable for integrating STEM project-based learning was developed,and the current situation of junior high school students was investigated to obtain the background factors of students’ learning;Then,a formal evaluation of junior high school students was conducted,and based on the survey status and the results of student skill evaluation,a strategy for improving the skills of junior high school students in the scientific process of integrating STEM project-based learning was proposed.The experimental results show that: First,on the whole,students’ scientific process skills integrated into STEM project-based learning are generally significant,but there are great differences in various aspects.The scientific process skills of this group of students integrated into STEM project-based learning are at the upper intermediate level and perform well overall.Second,the comparative analysis of the differences between urban and rural students in the overall skills of the scientific process of integrating STEM project-based learning found that the number of urban schools and rural schools was mostly at level 2 and level 3,among which the number of urban schools in level 3 was the largest,the number of people in rural schools at level 2 was the largest,and the scientific process skills of urban school students in integrating STEM project-based learning were higher than those in rural schools,and there were extremely significant differences between the two.Third,a comparative analysis of students’ scores in the Science Process Skills program that incorporates STEM project-based learning found that in each anchor program,eighth-graders were higher overall than seventh-graders.Among them,in the C-1 and H-1 dimensions,there are corresponding differences between the seventh and eighth grades;Fourth,a comparative analysis of the scores of students of different genders in the science process skills program integrated into STEM project-based learning found that there was no significant difference between boys and girls in the scientific process skills integrated into STEM project-based learning.In order to better carry out the teaching of scientific process skills integrated into STEM project-based learning and further accurately improve students’ abilities in this regard,this study proposes targeted strategies from two aspects: basic skills based on scientific process and comprehensive skills based on STEM project-based learning and scientific inquiry integration.First,consolidate the "process perspective" in science education;Second,the selection of precise quantitative research tools;Third,optimize the curriculum;Fourth,strengthen the use of view-sharing platforms;Fifth,strengthen evaluation and reflection training.