Research On The Construction Of Evaluation Index System For Creative Thinking In STEM Collaborative Learning Context

The interdisciplinary,exploratory and collaborative nature of STEM education provides a good environment and basic conditions for the cultivation of creative thinking.However,the current problem of assessing students' creative thinking in STEM classroom has not been effectively solved.This study aims to develop a more systematic and scientific creative thinking assessment tool that is operable in the classroom,to help STEM teachers evaluate students' thinking development and improve teaching practice in a targeted manner.First,referring to previous theoretical basis such as PISA2021 creative thinking framework and practical evidence from K-12 teachers,this study determined the creative thinking assessment framework in STEM collaborative learning context,which consisted of idea generation,implementation exploration,analysis and evaluation,iterative optimization and collaborative communication.And initially 5 first-level indicators and 19 secondary indicators constituted the evaluation index system of creative thinking in the context of STEM collaborative learning.Then this study adopted the Delphi method,established an expert consultation group composed of 16 college researchers in this field and STEM teachers in middle schools.Based on extensive collection of expert opinions,the evaluation index system was gradually revised and improved.After two rounds of expert consultation and revision iteration,expert opinions tended to be consistent,and the evaluation index system was finally established.Next,the comparative analysis method was adopted to verify the effectiveness of the established evaluation standard,which compared the evaluation index system for creative thinking in STEM collaborative learning context and the evaluation system of innovation ability of middle school students proposed by previous researchers.The expert evaluated three students respectively according to different evaluation index systems.By summarizing the data of the evaluation results and the content of specific evaluation dimensions,the two evaluation index systems were compared and analyzed.The results showed that the evaluation index system constructed in this study was more consistent with teachers' evaluation,and better highlighted the connotation and development framework of creative thinking.In order to promote the effective application of the evaluation index system in teaching practice,this study designed an evaluation rubric for creative thinking in STEM classrooms based on the evaluation index system which was applied in specific STEM classroom.Through classroom observation and viewing of students' classroom records,the evaluators referred to the evaluation rubric to evaluate their creative thinking in the inquiry process.The analysis found that:(1)students performed relatively well in the dimensions of "implementation exploration" and "iterative optimization";(2)in the dimensions of "idea generation" and "analysis and evaluation",the overall performance of individual group students need to be improved;(3)and the overall performance level of students in the “collaborative communication” dimension was low.Based on the problems presented in the analysis,this study put forward targeted suggestions for STEM classroom teaching,and reflected on the description of evaluation indicators as well as the implementation process of evaluation.This classroom case provided reference for the application of established evaluation tools in STEM education,meanwhile the evaluation index system was further improved and developed.This study enriches the research on students' creative thinking from the perspective of schools,and has significance reference for the evaluation and cultivation of students' creative thinking in STEM classrooms.