Innovation Spotlights：Nine Dimensions for Supporting Powerful STEM Learning with Technology（Ⅳ）

【譯题】 技术促进STEM学习的9个维度与创新案例（四）

Published by the U.S. Department of Education， Office of Educational Technology 美国教育部教育技术办公室

7.Project-based Interdisciplinary Learning. Students use digital technology tools in the context of authentic project- or challenge-based learning activities that integrate multiple STEM fields （e.g.， science and mathematics）.

Henrietta Lacks Health and Bioscience High School

Henrietta Lacks Health and Bioscience High School in Vancouver， Washington provides students with interdisciplinary project- or challenge-based learning through a project in which students learn about the chemicals in sunscreen and their impact on the environment. The challenge starts by creating a model of a molecule thats commonly found in over-the-counter products including sunscreen. Through their research， students learn that certain compounds such as oxybenzone are harmful for coral reefs and for your skin. In their investigations students use the authentic and freely available PubChem database of chemical information and 3D interactive chemical structure models. For their culminating artifact， students create a project poster as well as a public information piece in the form of a sunscreen brochure. Students present their research to the entire class and describe how the active ingredients found in sunscreen affects coral reef systems and human health.

8.Embedded Assessments. Digital assessments are embedded in STEM instruction to prompt students reflection on the quality of their explanations， models， or problem solutions.

Pine Grove Middle School

At Pine Grove Middle School in Syracuse， New York， students complete embedded assessments during a science lesson about the impact of organisms on the ecosystem. The lesson starts with a check-in question about what would happen if certain species were removed from the food chain. The question sets the context of the lesson， which is driven by students curiosities about food chain impacts. Students add their ideas to a collaborative document where they receive feedback from their peers. Facilitated by the technology， students reflect on and synthesize ideas which often results in the formation of new or revised understandings about the topic. In the second part of the lesson， students focus on what would happen to the food chain if certain species were added. Students submit their answers online where the teacher can also provide real-time feedback to individual students. An important factor for the successful use of digital technology， a teacher notes， is to ask meaningful questions that do not require a yes/no response.

9.Evidence-based Models. Students use technology to develop models based on data and evidence.

Cedars International Next Generation High School

Cedar Internationals Next Generation High School in Austin， Texas， embeds the development of evidence-based models into its project-based learning curriculum. Teachers often engage students with authentic design challenges， such as how to add additional space to the school building， a real and immediate problem facing the school. Students start by researching the spaces in the school， using abstract measuring tools and algebra to measure the dimensions of each of the rooms. Students use the data measurements to create a model for the existing school and then apply their algebraic skills to create another model for a new school design with more usable space. Students create drafts of floor plans and share them with a graphic design team. Together， both teams collaborate by asking questions back and forth about the specifics of the floor plan. When doing this project in the past， students used their hand sketches as models， but those models conveyed limited information. When students started using digital technology to generate models， their products became much more compelling， detailed， and articulate.

Conclusion

Numerous opportunities for STEM learning with technology exist in both formal and informal educational experiences at all levels of our education system. However， as in all fields of study， technology alone is not sufficient to make a difference in STEM. For powerful learning to occur， teachers must be able to make instructional decisions based on evidence that a particular approach will improve outcomes.

A systematic review of the research literature on the impact of technology in STEM learning， summarized in this report， identified nine dimensions practices that result in powerful learning. The nine dimensions， with examples of ways in which they are being used in classrooms across the country， can help teachers make effective decisions about how to support STEM learning with technology now and in the future.

译文

7.基于项目的跨学科学习。学生在整合多个STEM领域（例如科学和数学）的基于项目或挑战的真实学习活动中使用数字技术工具。

案例学校：Henrietta Lacks Health and Bioscience High School

Henrietta Lacks Health and Bioscience High School为学生提供跨学科项目或以挑战为基础的学习。通过一个项目，学生了解了防曬霜中的化学物质及其对环境的影响。这项挑战首先要建立一种分子模型，这种分子常见于包括防晒霜在内的非处方药中。通过研究，学生们了解到某些化合物如氧苯酮对珊瑚礁和皮肤有害。在他们的调查中，学生使用真实和免费的化学信息数据库PubChem和3D交互式化学结构模型。为了达到最终效果，学生们制作了一个项目海报和一个防晒手册形式的公共资讯。学生们向全班同学展示他们的研究成果，并描述防晒霜中的活性成分如何影响珊瑚礁系统和人类健康。

8.嵌入的评估。数字评估嵌入到STEM教学中，以促使学生对其解释、模型或问题解决方案的质量进行反思。

案例学校：Pine Grove Middle School

在Pine Grove Middle School，學生们在一堂关于生物对生态系统影响的科学课上完成嵌入式评估。这一课从一个检验问题开始，即如果某些物种从食物链中被移除，会发生什么。这个问题设定了课程的背景，学生的好奇心被食物链会有什么影响所驱动。学生们将他们的想法添加到一个协作文档中，在那里他们可以得到同伴的反馈。在技术的帮助下，学生可以反思和整合观点，从而形成对主题新的或修正的理解。在课程的第二部分中，学生们关注的是，如果加入某些物种，食物链会发生什么变化。学生在线提交答案，教师也可以向个别学生提供实时反馈。一名教师指出，成功使用数字技术的一个重要因素是提出有意义的问题，而不是回答是或否。

9.建设以数字证据为基础的模型。学生使用技术开发基于数据和证据的模型。

案例学校：Cedars International Next Generation High School

Cedars  International Next Generation High School将开发基于证据的模型嵌入到项目学习课程中。教师经常让学生参与真正的设计挑战，比如如何为学校建筑增加额外的空间，这是学校面临的一个真实而紧迫的问题。学生们开始研究学校的空间，使用抽象的测量工具和代数来测量每个房间的尺寸。学生使用数据测量为现有的学校创建一个模型，然后应用他们的代数技能，设计创建另一个有更多可用空间的新学校的模型。学生们起草平面图，并与平面设计团队分享。两个团队通过反复商讨关于平面图细节的问题来进行协作。在过去做这个项目的时候，学生们用他们的手绘草图作为模型，但是这些模型传达的信息是有限的。当学生们开始使用数字技术来生成模型时，他们的产品变得更加引人注目、更加详细、更加清晰。

结论

在我们教育系统的各个层次正式和非正式学校教育中，都存在着大量利用技术进行STEM学习的机会。但是，与所有研究领域一样，仅凭技术不足以使STEM与众不同。为了进行有效的学习，教师必须能够基于数据证明一种特定的方法可以改善教学效果，从而做出教学决策。

本报告通过对技术在STEM学习中影响的研究文献进行系统的综述和总结，选定了可带来有效学习效果的9个维度的实践案例。这9个维度，在全国各地的课堂中都有使用方式的示例，可以帮助教师做出有效的决策，以决定在现在和将来如何通过技术来支持STEM学习。