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Samenvatting STEM 2
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STEM 2 Odisee Hogeschool Aalst
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STEM-Didactiek 2.2Inhoudsopgave
1. Inleiding................................................................................................................................................................4
1.1 STEM: een modegril of uitdaging?................................................................................................................4
1.2 Waarom is STEM belangrijk?........................................................................................................................4
1.3 Good practice.................................................................................................................................................5
2. Een kader voor STEM in het basisonderwijs...................................................................................................5
2.1 STEM in het buitenland..................................................................................................................................5
2.2 STEM in het Vlaamse onderwijs.....................................................................................................................5
2.2.1 Wat is STEM?.........................................................................................................................................5
2.2.2 STEM-kader...........................................................................................................................................6
2.2.3 STEM-actieplan......................................................................................................................................6
2.3 STEM in lerarenopleiding..............................................................................................................................6
2.3.1 Model: STEM voor de basis...................................................................................................................6
2.3.2 Onderzoek...............................................................................................................................................8
3. Inhoud van het STEM-onderwijs......................................................................................................................9
3.1 STEM-geletterdheid........................................................................................................................................9
3.2 Grote ideeën.................................................................................................................................................10
3.3 Stem in dagelijks leven.................................................................................................................................10
3.4 Rekening houden met de beleving van kinderen...........................................................................................10
3.5 Ordenen in systemen en perspectieven.........................................................................................................11
3.6 Toepassing: examenopdracht.......................................................................................................................11
4. Onderzoeken en ontwerpend leren..................................................................................................................11
4.1 Mysterieuze dozen........................................................................................................................................11
4.2 Didactische benaderingen rond STEM........................................................................................................13
4.3 Onderzoekend leren en ontwerpend leren....................................................................................................13
4.3.1 Onderzoekend leren..............................................................................................................................13
4.3.2 Ontwerpend leren..................................................................................................................................15
4.4 Eerlijk onderzoeken......................................................................................................................................17
4.5 Vraagstelling................................................................................................................................................17
4.6 Ontwikkelingslijn voor de basisschool.........................................................................................................18
4.7 The Exploratory Behavior Scale (Van Schijndel)........................................................................................19
5. Vindplaatsen voor STEM.................................................................................................................................20
5.1 Leren in en van de praktijk...........................................................................................................................20
5.2 STEM in huis................................................................................................................................................21
5.3 STEM in de natuurlijke wereld.....................................................................................................................22
5.4 STEM in de bewoonde wereld......................................................................................................................22
5.5 Musea en science centra...............................................................................................................................23
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, 5.6 Vindplaatsen in opleidingen en bedrijven....................................................................................................23
6. Leerresultaten herkennen.................................................................................................................................23
6.1 5 soorten leerresultaten................................................................................................................................23
6.2 Nieuwsgierige, onderzoekende houding.......................................................................................................24
6.2.1 Leuk of interresant?..............................................................................................................................24
6.2.2 Interesse opwekken...............................................................................................................................24
6.3 Kennis en inzicht ontwikkelen......................................................................................................................24
6.3.1 Kennisontwikkeling lijkt op een verbouwing.......................................................................................24
6.3.2 Groei in kennis en inzicht.....................................................................................................................24
6.4 Onderzoekvaardigheden ontwikkelen...........................................................................................................25
6.4.1 Probleemstelling...................................................................................................................................25
6.4.2 Brainstormen.........................................................................................................................................25
6.4.3 Onderzoeken.........................................................................................................................................26
6.4.4 Testen....................................................................................................................................................26
6.4.5 Evalueren..............................................................................................................................................26
6.5 Ontwerpvaardigheden ontwikkelen..............................................................................................................27
6.5.1 Probleemstelling...................................................................................................................................27
6.5.2 Brainstormen.........................................................................................................................................28
6.5.3 Onderzoeken.........................................................................................................................................28
6.5.4 Testen....................................................................................................................................................29
6.5.5 Evalueren..............................................................................................................................................29
6.6 Attitudeverandering......................................................................................................................................29
7. Onderwijs in STEM ontwikkelen....................................................................................................................30
7.1 Kenmerken van goed STEM-onderwijs........................................................................................................30
7.2 Didactische tools en inzichten......................................................................................................................31
7.2.1 STEM voor de basis..............................................................................................................................31
7.2.2 PK-model..............................................................................................................................................32
7.3 STEM-activiteiten ontwerpen.......................................................................................................................34
7.3.1 STEM-kompas......................................................................................................................................34
7.4 Kwaliteitsaspect STEM-kompas...................................................................................................................37
8. Omgaan met diversiteit.....................................................................................................................................38
8.1 Onderwijs voor jongens en meisjes..............................................................................................................38
8.1.1 Kennis over sekseverschillen................................................................................................................38
8.1.2 Aanpakken van sekseverschillen..........................................................................................................38
8.2 Laag- en hoogpresteerders...........................................................................................................................39
8.2.1 Verschillen tussen laag- en hoogpresteerders.......................................................................................39
8.2.2 Passend onderwijs voor laag- en hoogpresteerders..............................................................................39
8.3 Kinderen met leer- en gedragsmoeilijkheden...............................................................................................40
8.4 Talig-heterogene groepen............................................................................................................................40
8.4.1 Taalontwikkeling..................................................................................................................................40
8.4.2 Taalverschillen bewust hanteren...........................................................................................................40
8.4.3 Integreer taaldoelen..............................................................................................................................41
8.4.4 Wijd kinderen bewust en expliciet in...................................................................................................41
8.4.5 Stimuleer het gebruik van nieuwe woorden.........................................................................................41
9. STEM integreren met andere domeinen.........................................................................................................42
9.1 Noodzaak om te integreren...........................................................................................................................42
9.1.1 STEM als doel en als middel................................................................................................................42
9.2 Nadenken over integratie.............................................................................................................................42
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, 9.2.1 Meerwaarde van integratie...................................................................................................................42
9.2.2 Implicaties voor coach en school..........................................................................................................42
9.3 Integreren van taal.......................................................................................................................................43
9.3.1 Uitdagen tot taalproductie.....................................................................................................................43
9.3.2 Conceptuele ontwikkeling....................................................................................................................43
9.3.3 Interactie...............................................................................................................................................43
9.4 Integreren van zaakvakken...........................................................................................................................43
9.4.1 Mens en samenleving...........................................................................................................................43
9.4.2 Aardrijkskunde.....................................................................................................................................43
9.4.3 Geschiedenis (= STEM-H)...................................................................................................................44
9.4.4 Muzische vorming (STEAM / STEM-ART)........................................................................................44
9.4.5 Muziek..................................................................................................................................................44
9.4.6 Bewegingsonderwijs.............................................................................................................................44
9.5 Projectonderwijs...........................................................................................................................................44
9.5.1 Integratie in projectonderwijs...............................................................................................................44
10. Beoordelen........................................................................................................................................................45
10.1 Goed beoordelen is belangrijk en lastig.....................................................................................................45
10.1.1 Redeneren om te beoordelen..............................................................................................................45
10.2 Kwaliteitseisen aan beoordelingen.............................................................................................................46
10.3 Standaardtoetsen........................................................................................................................................46
10.4 Een kader voor de beoordeling van leerprestaties.....................................................................................46
10.4.1 Betekenisvolle toetsopdrachten..........................................................................................................47
10.4.2 Vaardigheden......................................................................................................................................47
10.4.3 Kennis over STEM.............................................................................................................................47
10.4.4 Houdingen over STEM.......................................................................................................................47
10.5 Beoordelen met behulp van een rubric.......................................................................................................48
10.6 Verantwoorden van leerresultaten.............................................................................................................49
10.7 STEM-geletterdheid bereiken.....................................................................................................................49
11. Rol van de coach..............................................................................................................................................50
11.1 Voldoe je als STEM-coach?.......................................................................................................................50
12. Vragen uit de cursus........................................................................................................................................51
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, 1. Inleiding
1.1STEM: een modegril of uitdaging?
· Er is in de huidige maatschappij nood aan jongeren die beschikken over technische
basiscompetenties
· STEM is niet langer een modegril maar een noodzaak
· Noodzaak wordt vertaald in STEM-actieplan en STEM-kader
· Uitdagingen voor STEM in basisonderwijs:
· Nood aan meer inhoudelijke en didactische opbouw van STEM-lessen
· Nood aan meer doelgerichte, evenwichtige en geïntegreerde werking
· Meer afstemming en samenwerking binnen onderwijsteam
noodzakelijk om het onderzoeken, probleemoplossend en creatief
denken in het basisonderwijs te bevorderen
1.2Waarom is STEM belangrijk?
· Snel veranderende kennismaatschappij
· Technologische-, wetenschappelijke- en ICT-ontwikkelingen hebben steeds grote
invloed op ons dagelijks leven
· STEM-onderwijs zorgt ervoor dat jongeren zich betrokken voelen bij debatten rond
wetenschap en techniek die ons dagelijks leven beïnvloeden
· Binnen 21ste-eeuws denken en handelen wordt aandacht besteed aan
probleemoplossend en onderzoeken werken, zowel op vlak van theorie als praktijk
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