The Research On STEM Instructional Design In The Perspective Of Productive Failure

At present,the research of theory and practice in STEM education is in full swing.The result-oriented thinking has led to insufficient attention to failure in the process of inquiry and problem solving.There are some problems,such as emphasizing results over processes,paying attention to success and neglecting the significance of failure.For a long time,the dominant research idea in the field of learning science is to help learners solve problems successfully through various scaffolding designs,while Productive Failure Theory turns to another way of thinking.Many studies have shown that the failure experienced by learners in the initial stage of problem solving can promote learning,which is beneficial to STEM learning design.It has enlightenment and reference significance.Based on Constructive Learning Theory,STEM education coincides with the concept of Productive Failure,and they both point to Authentic Learning.Based on this background,the research adopts design-based research and mixed methods research,focusing on three aspects of STEM instructional design in the perspective of productive failure.Firstly,through the literature,combined with the productive failure model proposed by Kapur,drawing on the 5E teaching mode and the design-based learning mode,the STEM productive instructional model is initially constructed.And the model is improved through design research.Emphasis is placed on the transfer of big ideas,using key questions to inspire students to think,creating productive failure atmosphere,using scaffolds to promote students' reflection.The model provides reference for STEM instructional design and implementation.Secondly,the productive instruction type of lesson designed and implemented based on the STEM productive instructional model is compared with the unguided type of lesson and the guided type of lesson.In the process,the performance of the productive instruction type is best among the three.In the result,there are significant differences among the classes and the productive instruction type has the highest score in the post-test score,thus verifying the effect of STEM productive instructional model.Thirdly,the research defines the characteristics of productive success,productive failure,unproductive success and unproductive failure in the STEM learning process,and finds out that two of the specific elements of the four behavior types are positively related to the post-test score.From another perspective it shows that the type of productive success and productive failure behavior may be beneficial for transfer.