The Empirical Study On The Integration Of Science And Engineering Practices In Promoting Junior Middle School Students' Engineering Thinking

In order to meet the requirements of the information age in the 21 st century,all countries are facing new changes in the demand for personnel training.The educational goals are shifting from knowledge training to literacy training.Compared with traditional knowledge training,it pays more attention to the development of students' ability to solve real problems in practical activities,and to the development of students' higher-order thinking.Engineering thinking is one of the high-order thinking that is currently receiving much attention.The cultivation of engineering thinking can be carried out by offering specialized engineering practice courses or STEM education.Relevant research shows that creating opportunities for students to participate in engineering practice activities can effectively promote the development of Engineering thinking.Considering the current education system and curriculum objectives in China,it's difficult to set up engineering courses or STEM courses in all primary education.Based on the theory of STEM integrated education,the form of the integration of science and engineering practices can be used to develop students' engineering in all primary education.And less research has been done on the teaching model of the integration of science and engineering practices to develop students' engineering.So this study carries out an empirical study of developing students' engineering thinking in the form of the integration of science and engineering practices.The research contents of this study mainly include the following three parts:(1)The part of theoretic construction module.Through literature research,the concept,characteristics and goal framework of engineering thinking are confirmed,combined with the cognitive development of junior middle school students,the theoretical framework of engineering thinking is established.The curriculum objectives and evaluation tools of the integration of science and engineering practices are designed by the theoretical framework of engineering thinking.The pedagogies of the integration of science and engineering practices are established by analyzing the literature research of the teaching model,teaching methods and teaching process which can developing engineering thinking.(2)Teaching practice scheme design and evaluation tool design module.According to the part of theoretic construction,this study chooses the teaching theme suitable for the integration of science and engineering practices,and designs the teaching scheme of the integration of science and engineering practices for the first semester of the seventh grade.Based on the framework model of engineering thinking and referring to the national assessment of Technology and Engineering Literacy of NAEP,the evaluation tool of engineering thinking is developed.(3)Empirical study module.Through the implementation of the integration of science and engineering practices teaching,the development process of students' engineering thinking is investigated and analyzed by using the evaluation tool of engineering thinking.Statistical analysis is carried out by using quantitative and qualitative data analysis methods.The process and characteristics of junior middle school students' engineering thinking development are explored,and the effectiveness of theoretical design of the integration of science and engineering practices is revealed.Finally,based on empirical analysis,the theoretical framework of junior high school students' engineering thinking is revised,and the teaching model of the integration of science and engineering practices based on developing students' engineering thinking is established.It provides reference for the curriculum development and practical exploration of the science integration project in junior high school in China,and puts forward some suggestions for the reform of junior high school science education mode to promote the development of students' engineering thinking.