Research On The Influence Of Project-based STEM Teaching On The Scientific Inquiry Ability Of Primary School Students

Since the 21st century,the cultivation of core literacy has become an important issue in the field of education research worldwide.Returning to the level of basic education is not just the acquisition of theoretical knowledge.The cultivation of core literacy in various disciplines has effectively become the core goal of curriculum implementation in various disciplines.The teaching goals of science subject classrooms are also shifting from the memory and recitation of a single concept to the focus on the cultivation of scientific inquiry ability.At the same time,scientific inquiry ability is one of the core of core scientific literacy,and the importance of scientific inquiry ability.But at present,there are many problems in China’s science teaching,such as the relatively traditional and single teaching methods,the emphasis on the theory and the neglect of scientific inquiry,which has led to the current phenomenon of low scientific inquiry ability of students in science classrooms.Therefore,a new method is urgently needed to improve the current science Problems in the classroom.STEM education,as an emerging model in classroom teaching at home and abroad,is mostly based on design-based learning and project-based learning.Its interdisciplinary approach can integrate multi-disciplinary knowledge and enable students to access diverse knowledge.The project-based learning is based on the core of the curriculum,and its technicality and engineering can assist students in scientific inquiry.In the "Compulsory Education Primary School Science Curriculum Standards"issued by the Ministry of Education in 2017,it was mentioned that chemistry-based learning methods based on inquiry learning should be promoted to promote students’active inquiry.Teachers should try STEM education in science teaching to cultivate students.Scientific inquiry ability.Based on this,this study attempts to construct a project-based STEM teaching framework based on the teaching shortcomings and demands of the current science curriculum and the characteristics of STEM education,and then designs the corresponding project subjects based on the sixth grade elementary science learning content,and conducts project-based STEM teaching empirical research to verify the project-based The impact of STEM teaching on the scientific inquiry ability of primary school students.This study consists of six chapters and has gone through four stages:literature research,framework construction,experimental research and data analysis.First,the author summarizes the current research status through the analysis of STEM education,project-based learning,and scientific inquiry capabilities at home and abroad,and finds the current situation and shortcomings of related research through the research summary.Second,based on the constructivist learning theory,discovery learning Relevant theoretical foundations such as theory,based on the analysis of the fit between projectbased learning and STEM education,construct a project-based STEM teaching framework,and define project-based STEM teaching processes based on several typical frameworks for project-based learning;again,the author uses As a research object,the sixth grade students of Nanhu Elementary School conducted project-based STEM teaching design based on the learning content of Unit 56 of the primary school science textbook of Soviet Education Edition.Five classes of six years were used as experimental classes(project-based STEM teaching),and four classes of six years.Perform quasiexperimental research as a control class(traditional science teaching);finally,analyze the impact of project-based STEM teaching on primary school students’ scientific inquiry ability through data collected from quasi-experimentation,and verify the effectiveness of project-based STEM teaching in science teaching.Through experiments,the main conclusions of this study are as follows:1.According to the test questionnaires before and after the experimental class,the teacher’s classroom observation scale,and interview data,the project-based STEM teaching has a significant positive impact on students ’scientific inquiry ability,which can improve students’ scientific inquiry ability compared to traditional teaching.2.Through gender difference analysis,project-based STEM teaching is more conducive to improving the ability of boys to reflect and evaluate,the ability to express and communicate,and the ability to ask questions,guess and hypothesize,and conduct experiments in girls.