Analysis and Research on STEM Education Evaluation Taking America and Finland as Examples
AUTHORS
Peter Björklund, University of Jyvaskyla, Jyvaskyla, Finland
Quentin Houbre, University of Jyvaskyla, Jyvaskyla, Finland
ABSTRACT
With the economic globalization and fierce competition in the 21st century, and the rapid development of information technology, today’s society is a brand-new society, which urgently requires new changes in science education, and STEM (Science Technology Engineering and Mathematics) education has emerged as a new style in recent years. Education has shown unprecedented importance. This study mainly introduces two internationally representative evaluation frameworks for cooperative problem-solving ability in STEM education and compares and analyzes two evaluation frameworks for cooperative problem-solving ability in STEM education from two dimensions of compilation method and index selection. In addition, two scholars have selected the evaluation tools developed by the above two evaluation frameworks and implemented cases of cooperative problem-solving ability evaluation in STEM education. The two evaluation tools are evaluated from the two dimensions of tool type and task context comparative analysis. Based on the related research carried out by international organizations, considering the results of comparative analysis, we can better carry out STEM education evaluation and provide suggestions.
KEYWORDS
STEM education, ATC21S, Evaluation framework