How to Design Collaborative Problem Solving-based STEM Lessons based on the Perspective of Learning Behaviors?

摘要

In this study, a collaborative problem solving (CPS) based science, technology, engineering, and mathematics (STEM) course was designed, following CPS processes and the important factors of STEM education. The course was divided into three learning phases based on the contents and teaching approach. The purpose of the study was to identify the learning behaviors in different phases and to clarify the relationships between learning behaviors with learning strategies. The results indicated that learning behaviors related to rehearsal strategy, cognitive strategies such as organization and elaboration, and metacognitive strategies such as reflection should be considered in different learning phases. Finally, a framework of CPS-based STEM course was proposed based on the results and discussion.