دورية أكاديمية
Fostering Peer Evaluation and Cognitive, Affective, and Psychomotor (CAP) Domains in School Level Science Education: A Critical Reflection on the STEAM Approach
| العنوان: | Fostering Peer Evaluation and Cognitive, Affective, and Psychomotor (CAP) Domains in School Level Science Education: A Critical Reflection on the STEAM Approach |
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| اللغة: | English |
| المؤلفون: | Sudarsan Limbu (ORCID |
| المصدر: | International Journal of Research in Education and Science. 2024 10(2):446-472. |
| الإتاحة: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive Speeches/Meeting Papers |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Art Education, STEM Education, Peer Evaluation, Self Evaluation (Individuals), Student Evaluation, Foreign Countries, Interdisciplinary Approach, Grade 10, Secondary School Students, Science Instruction, Cooperative Learning |
| مصطلحات جغرافية: | Nepal |
| تدمد: | 2148-9955 |
| مستخلص: | In this study, the implementation of a STEAM project was critically examined, with constructivist grounded principles utilized to inform the perspective of both a learner and a STEAM practitioner. A comprehensive project plan was devised that incorporated CAP domains through the integration of the STEAM praxis with peer and self-assessment strategies for school-level science education. This innovative approach, aimed at nurturing the aesthetic value in arts and the evaluation process, led to the creation of a unique methodology for assessing students' cognitive and psychomotor skills. The framework for accessing students' peer/self-evaluation via meticulously designed rubrics is further highlighted. The implementation of a project plan proved to be an interactive and insightful process, fostering a profound understanding of students' concerns and interests. This study underscores the transformative potential of the STEAM approach in educational settings, highlighting its role in promoting critical thinking, creativity, and problem-solving skills among students. [This article was presented at Conference on Recent Trends in Science, Technology, and Innovation-2024, held in-person in Pokhara 33700, Nepal on February 22, 2024.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1427037 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2148-9955 |
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