نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش فیزیک، دانشگاه فرهنگیان، صندوق پستی 889 –14665 تهران، ایران
2 کارشناس ارشد مهندسی سیستمهای اقتصادی- اجتماعی، موسسه عالی آموزش و پژوهش مدیریت و برنامه ریزی
3 گروه مدیریت آموزشی، دانشگاه فرهنگیان، صندوق پستی 889 –14665 تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The STEM approach, as a new method, emphasizes the simultaneous teaching of science, technology, engineering, and mathematics. The most complete type of STEM, called integrated STEM, attempts to establish a framework in which students experience solving real-world problems using science, technology, engineering, and mathematics. The main manifestation of STEM in elementary school textbooks can be seen in science textbooks. Science is the only book that provides the conditions for the growth of students' scientific capabilities and can be a vehicle for implementing the STEM method. Using the content analysis method, the present article studied all the headings of the science textbooks for the six elementary school grades. In this study, with nearly 900 course titles, the extent of the influence of the STEM approach in the aforementioned books was examined. The extent to which science textbooks pay attention to the four STEM areas, as well as art and social studies, separately and as an integrated STEM is examined in this article. The results of this study show that although the complete and desirable form of integrated STEM has not been implemented in empirical science textbooks, the headings of empirical science textbooks do have a look at STEM fields, especially engineering. Although this look can be a bright spot for the beginning, from the perspective of the integrated STEM approach, there is still a long way to go for development and excellence.
کلیدواژه‌ها [English]
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