Analysis and Enlightenment of American Science Education Resources Construction from the Interdisciplinary Perspective of STEM: American Textbook Reading (Science)
ZHANG Si-Fang1,2**, ZHOU Chen-Shuang1, HUANG Pan-Pan1, TAO Yu1, LI Xiao-Nan1
1. Institute of Chemistry Education, Anhui Normal University, Wuhu 241000, China; 2. Cuiwen Middle School Affiliated to Anhui Normal University, Wuhu 241000, China
Abstract In order to explore the characteristics of science curriculum and popular science resources construction in the United States, this study took STEM education as the theoretical basis, based on the STΣ @M pyramid framework proposed by G.Yakman, and the core concepts of NGSS to obtain the coding table of STEM core concepts, combined with the content analysis method to make a quantitative and qualitative analysis of American science reading American Textbook Reading (Science) and supporting videos. Based on the overall distribution of textbook knowledge, textbook columns and usage methods, combined with existing research, the characteristics of this textbook were derived. The textbook adopted a variety of teaching concepts, such as taking science content as the starting point, implementing core concepts and interdisciplinary integration, adopting online and offline methods to promote the development of students’ scientific literacy, the focus on the nature of science, and the diversification of popular science resources.
ZHANG Si-Fang, ZHOU Chen-Shuang, HUANG Pan-Pan, TAO Yu, LI Xiao-Nan. Analysis and Enlightenment of American Science Education Resources Construction from the Interdisciplinary Perspective of STEM: American Textbook Reading (Science)[J]. Chinese Journal of Chemical Education, 2023, 44(13): 4-11.