STEM教育与中小学生创造力关系的Meta分析
Meta-analysis of the Relationship between STEM Education and the Creativity of Primary and Middle School Students
  
DOI:
中文关键词:  STEM教育;Meta分析;创造力;主效应分析;调节效应分析
英文关键词:STEM education, meta-analysis, creativity, main effect analysis, regulatory effect analysis
基金项目:本文系重庆市教育科学“十三五”规划2016年度重点项目“基于核心素养的学校课程建设研究”(项目编号:2016-GX-002)的研究成果。
作者单位
邱德峰 西南大学 
于泽元 西南大学 
陈红 西南大学 
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中文摘要:
      STEM教育一度被视为培养学生创造力的重要路径,为此国内外学者开展了大量的实验研究,然而,研究结论却大相径庭。鉴于此,文章采用元分析对近十年来国内外有关STEM教育对中小学生创造力影响的30篇实验或准实验研究论文进行量化分析。研究发现:1.STEM教育能够显著提升中小学生的创造力,合并后的效应量为0.50,达到了中等程度的影响;2.在调节效应分析当中,STEM教育受教学时间、教学场域等变量的调节;3.在学段、学习科目、学习类型等调节变量上不存在显著差异。因此,就创造力的培养而言,未来可明确加强STEM教育的时间投入,建立与STEM教育相适宜的多元化的学习场域,促进学生创造力的发展。
英文摘要:
      STEM education was once regarded as an important way to cultivate students’ creativity. For this reason, scholars at home and abroad have conducted a large number of experimental studies. However, the research conclusions are quite different. Considering this, this paper uses meta-analysis for the quantitatively analysis of 30 papers from home and abroad, which focus on the experimental or quasi-experimental research into the impact of STEM education on primary and secondary school students’ creativity in the past decade. The results of this paper show that STEM education can significantly improve the creativity of primary and secondary school students with the combined effect of 0.50, reaching a moderate impact; in the analysis of regulatory effects, STEM education is regulated by such variables as teaching periods and teaching fields; and there is no significant difference in the regulatory effects of school segments, learning subjects, and learning types. Therefore, in terms of the cultivation of creativity, the time investment in STEM education can be clearly strengthened in the future, and a diversified learning field suitable for STEM education can be established to promote the development of students’ creativity.
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