Abstract

This article aims to implement an engineering design-based STEM activity for young children and evaluate the implementation process of the activity, along with providing some revision ideas. The activity was held as a 90-minute weekend workshop with the participation of six children aged four to seven. Data were collected through digital observations and field notes. In the activity, the children followed a four-step engineering design process. They solved the cartoon characters’ problem by designing a floatable boat that could take the characters across the lake. In addition, the children tried to move their toy boats on the water without touching them. Throughout the activity, children gained hands-on experience with the concept of force. They made predictions about and tested what material would suit their designs. Thus they had the opportunity to think about what might affect the sinking or floating of objects in the water. They heard each other’s ideas and observed the testing process of both their own and other children’s designs. In all these respects, this article suggests that playful and developmentally appropriate engineering design challenges can be effective in creating STEM mindsets. This article also includes some revision ideas for integrating activity into the curriculum in early childhood education settings in line with the experiences obtained from the implementation process.

摘要

本文旨在为幼儿实施一项基于工程设计的STEM活动，并对活动实施过程进行评估，并提供一些修改思路。该活动以 90 分钟的周末工作坊形式举行，有 6 名 4 至 7 岁的儿童参加。数据是通过数字观察和现场笔记收集的。在活动中，孩子们遵循了四步工程设计流程。他们设计了一艘可以载卡通人物穿过湖面的漂浮船，从而解决了卡通人物的问题。此外，孩子们还试图在水面上移动他们的玩具船而不碰它们。在整个活动中，孩子们亲身体验了力的概念。他们预测并测试了适合他们设计的材料。因此，他们有机会思考什么可能会影响物体在水中的沉没或漂浮。他们听取了彼此的想法，并观察了自己和其他孩子设计的测试过程。在所有这些方面，本文建议有趣且适合发展的工程设计挑战可以有效地培养 STEM 思维方式。本文还根据实施过程中获得的经验，提出了一些将活动融入幼儿教育课程的修订思路。这篇文章表明，有趣且适合发展的工程设计挑战可以有效地培养 STEM 思维方式。本文还根据实施过程中获得的经验，提出了一些将活动融入幼儿教育课程的修订思路。这篇文章表明，有趣且适合发展的工程设计挑战可以有效地培养 STEM 思维方式。本文还根据实施过程中获得的经验，提出了一些将活动融入幼儿教育课程的修订思路。