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1.
The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.  相似文献   

2.
ABSTRACT

Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.  相似文献   

3.

STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.

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4.
Abstract

The study examines nontraditional, African-American adult students’ use of technologies and their perceptions toward this in technology-based environments. Technology perceptions included computer self-efficacy, Internet self-efficacy, user attitude, and computer anxiety. The effects of student characteristics on these factors and the relationships between these factors were examined throughout this study. Participants included minority students who participated in face-to-face or online undergraduate courses offered in continuing education. A quantitative approach was undertaken to analyze the collected data. Results indicated that nontraditional minority students utilized basic software tools more frequently than the advanced ones, suggesting that many of them may lack the knowledge or skills for advanced technologies. Age, hours spent online, and previous online course experiences influenced students’ technology perceptions. Gender did not have an impact on technology perceptions. Internet self-efficacy was affected by most of the student characteristics variables. Computer self-efficacy was found to be a good predictor for both user attitude and computer anxiety. (Keywords: technology usage, technology perceptions, student characteristics, computer and Internet self-efficacy, minority students)  相似文献   

5.
ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.  相似文献   

6.
ABSTRACT

Background: STEM education has become a focus of research and teaching interest in recent years. However, not all scholars agree on the definition and purpose of STEM education. This paper summarizes related past research and suggests that, according to the requirements of Taiwan’s educational environment, STEM education should focus on the cultivation of middle school students’ attitudes toward technology and their ability to engage with technological inquiry.

Purpose: The purpose of this study is to explore the effects of STEM education on attitudes toward technology and technological inquiry abilities of middle school students, this study used the 6E Learning byDeSIGN? model proposed by the International Technology and Engineering Educators Association in the US to design a 6E-oriented STEM practical activity.

Sample: The sample of the study consisted of 139 seventh-grade students from six different classes who participated in a practical activity related to egg protection devices.

Design and methods: To achieve this research purpose, a quasi-experimental design was used, with pre-treatment and post-treatment evaluations of each group. Both the experimental and control groups participated in the activity; however, the experimental group students were guided through the activity using a 6E teaching strategy, whereas the control group students were guided using a problem-solving teaching strategy.

Results: The results showed that a 6E teaching strategy had a positive effect on middle school students’ attitudes toward technology and technological inquiry abilities, but these effects were not statistically different from the effect on the control group with problem-solving teaching strategy.

Conclusions: This study indicates there is no significant advantage in using a 6E process over a problem solving approach. Technology teachers aiming to improve students’ attitudes toward technology and their technological inquiry abilities consider refining the 6E-oriented STEM practical activity process, and students may demonstrate better performance in these two areas.  相似文献   

7.
Educational robotics are increasingly appearing in educational settings, being considered a useful supporting tool for the development of cognitive skills, including Computational Thinking (CT), for students of all ages. Meanwhile, there is an overwhelming argument that CT will be a fundamental skill needed for all individuals by the middle of the twenty-first century and thus, should be cultivated in the early school years, as part of the child’s analytical thinking and as a principal component of Science-Technology-Engineering-Mathematics (STEM) education. This study reviews published literature at the intersection of CT and educational robotics, particularly focused on the use of educational robotics for advancing students’ CT skills in K-12. The reviewed articles reveal initial evidence suggesting that educational robotics can foster students’ cognitive and social skills. The paper discusses specific areas for further inquiry by learning researchers and learning practitioners. Such inquiry should start from a widely agreed definition of CT and validated measurement instruments for its assessment. A practical framework for the development of CT via robotics is next in demand, so as instructional designers and educators can implement it consistently and at scale.  相似文献   

8.
ABSTRACT

This study was to investigate the role of students’ game self-efficacy in their game performance as well as in their visual behavior distributions and transfer patterns during their gameplay. A total of 48 university students were recruited for participating in a gameplaying task while wearing with an ASL Mobile Eye eye-tracker. After the gameplay, each participant was asked to report their self-efficacy of the gameplay. Based on the self-reported game self-efficacy (GSE) score, the participants were divided into the higher and lower GSE groups. Independent t tests were used to compare their game performances and eye-tracking indices for each area of interest. A lag sequential analysis was used to profile the visual transfer pattern for each group. The results showed that the higher GSE group had better performances than the lower GSE group. During the gameplay, the higher GSE students tended to pay more attention to the critical information for a successful play. In addition, the lag sequential analyses revealed different visual transfer patterns for the two GSE groups. The higher GSE group tended to show a critical-factor-centralized visual-trasfer pattern which demonstrated more planning and monitoring gameplaying strategies; while the lower GSE students, probably lacking the self-confidence of gameplaying, tended to pay more attention to the remaining time for the game.This study may provide suggestions for future game-based leraning system designs.  相似文献   

9.
This article explores the impact of an augmented reality iPad-based mobile game, called The Great STEM Caper, on students’ interaction at a science center. An open-source, location-based game platform called ARIS (i.e. Augmented Reality and Interactive Storytelling) was used to create an iPad-based mobile game. The game used QR scan codes and a challenge-based game structure to encourage engagement in science. Participants wore head-mounted GoPro cameras to record interactions within the physical and social environment. The purpose of this research was to study the impact of a mobile game on student interactions in a science center. Gender differences in gameplay behaviors and perceptions were compared. The study included a quasi-experimental design with two groups: one group that played the iPad mobile game during their science center visit, and one group that explored the science center in a traditional free exploration manner. Video data from the GoPro cameras provided examination of the different ways students interacted with the science center. The female students outperformed the male students on every measure of the iPad game achievement. Lazzaro’s (2004) four types of fun was used to describe the gender differences in game perceptions and interactions. Females tended to enjoy hard fun and collaborative people fun, while males enjoyed easy fun and competitive people fun. The females tended to be more goal-oriented, persistent in the face of difficulty, and appreciative of hard fun. The results of this study have implications for the design of mobile-based gaming technology to encourage interaction in an informal science center setting.  相似文献   

10.
This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.  相似文献   

11.
Despite an increased focus on science, technology, engineering, and mathematics (STEM) in U.S. schools, today’s students often struggle to maintain adequate performance in these fields compared with students in other countries (Cheek in Thinking constructively about science, technology, and society education. State University of New York, Albany, 1992; Enyedy and Goldberg 2004; Mandinach and Lewis 2006). In addition, despite considerable pressure to promote the placement of students into STEM career fields, U.S. placement is relatively low (Sadler et al. in Sci Educ 96(3):411–427, 2012; Subotnik et al. in Identifying and developing talent in science, technology, engineering, and mathematics (STEM): an agenda for research, policy and practice. International handbook, part XII, pp 1313–1326, 2009). One explanation for the decline of STEM career placement in the U.S. rests with low student affect concerning STEM concepts and related content, especially in terms of self-efficacy. Researchers define self-efficacy as the internal belief that a student can succeed in learning, and that understanding student success lies in students’ externalized actions or behaviors (Bandura in Psychol Rev 84(2):191–215, 1977). Evidence suggests that high self-efficacy in STEM can result in student selection of STEM in later educational endeavors, culminating in STEM career selection (Zeldin et al. in J Res Sci Teach 45(9):1036–1058, 2007). However, other factors such as proficiency play a role as well. The lack of appropriate measures of self-efficacy can greatly affect STEM career selection due to inadequate targeting of this affective trait and loss of opportunity for early intervention by educators. Lack of early intervention decreases selection of STEM courses and careers (Valla and Williams in J Women Minor Sci Eng 18(1), 2012; Lent et al. in J Couns Psychol 38(4), 1991). Therefore, this study developed a short-form measure of self-efficacy to help identify students in need of intervention.  相似文献   

12.
Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability.  相似文献   

13.

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

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14.
ABSTRACT

The metaphor of the leaking pipeline is sometimes used to suggest that some students are lost for STEM as they advance through the educational system. This paper follows a cohort of upper-secondary school students with an interest in STEM from 18 months before their completion of upper-secondary until three years after their completion. Adopting a mixed-methods design, it follows the students' reflections and interests concerning their choice of higher education programme within and/or outside STEM. Only 22% of the students expressed the same interest during the whole period, and 56% changed between different groups of studies, e.g. between STEM and HEALTH. The students' trajectories showed that the leaking-pipeline metaphor is misleading because it suggests a linear and one-way movement, while there were students moving in as well as out of STEM trajectories. The students’ reflections showed identity issues at the level of ego identity, the personal identity and the social identity (Coté and Levine). Particular incidents in the students’ lives and in the outreach programme they were involved in sparked interests and reflections. These incidents should be considered as elements in a continuous reflection concerning who they are and where they would like to go rather than as critical moments.  相似文献   

15.
ABSTRACT

Present federal education policies promote learning in science, technology, engineering, and mathematics (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in mathematics and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels. Several STEM-relevant variables show a significant association with effectiveness in mathematics and science, including STEM teacher turnover, calculus and early algebra participation, and mathematics and science instructional indices created from survey items in the data. Surprisingly, a negative association between students’ STEM course participation and success in STEM is consistently documented across both states, in addition to low participation of underrepresented minority students in successful schools in STEM.  相似文献   

16.
Abstract

STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers’ STEM roles and professional development through participation in outreach activities is limited. This paper explores teachers’ views of STEM activities, how they understand their role as primary facilitators and the impact of their STEM engagement on their professional development. STEM outreach provides distinct opportunities for situated and dialogic learning. STEM teachers’ effectiveness in engaging students by demonstrating the importance and relevance of STEM subjects in the real world and engaging captivating STEM outreach partners not only supports students learning but also enhances their opportunities to develop their knowledge and skills. Semi structured interviews were conducted with eleven teachers from six different schools in the West Midlands, United Kingdom. The data reveals STEM facilitators become the ‘face’ of STEM to their pupils. The expertise, knowledge and partnerships STEM facilitators develop, broadens their capacity to deliver teaching imbued with real world applications and improve students’ understanding of the range of new and upcoming careers available. Most importantly, participating in STEM outreach activities help teachers maintain and reinforce their own sense of identity as STEM professionals. Outreach activities provide opportunities for teachers to interact with leading scientists and obtain exposure to cutting-edge research.  相似文献   

17.
Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

18.

Research suggests that trajectories toward careers in science, technology, engineering, and mathematics (STEM) emerge early and are influenced by multiple factors. This paper presents a longitudinal study, which uses data from 76 high school students to explore how a student’s vocational self-efficacy and interest are related to his or her middle school behavioral and affective engagement. Measures of vocational self-efficacy and interest are drawn from STEM-related scales in CAPAExplore, while measures of middle school performance and engagement in mathematics are drawn from several previously validated automated indicators extracted from logs of student interaction with ASSISTments, an online learning platform. Results indicate that vocational self-efficacy correlates negatively with confusion, but positively with engaged concentration and carelessness. Interest, which also correlates negatively with confusion, correlates positively with correctness and carelessness. Other disengaged behaviors, such as gaming the system, were not correlated with vocational self-efficacy or interest, despite previous studies indicating that they are associated with future college attendance. We discuss implications for these findings, which have the potential to assist educators or counselors in developing strategies to sustain students’ interest in STEM-related careers.

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19.
ABSTRACT

In Australia, the number of female graduates in some science, technology, engineering, and mathematics (STEM) disciplines is as low as 15%. Previous reviews exploring the issues affecting female undergraduate STEM students are primarily based in North America and there is yet to be an Australian focused review. This review identifies the factors contributing to the gendered experience of Australian undergraduate STEM students. A systematic review was conducted in November – December 2018 using ERIC, PsycInfo, ProQuest and Scopus databases. From this review, 36 papers that focus on gender differences and university STEM students in Australia were identified. The Australian research suggests the most prominent issue for female STEM students is their lower self-efficacy. Gendered preferences for learning, gendered motivations to pursue STEM degrees, the masculine culture of these fields and gender differences in science identity were also themes identified through the review. This review indicates some gaps in the Australian literature, namely that identity, and other emotional factors, are understudied in the Australian context and an avenue for future research. The findings suggest that science educators should be aware of the gendered experiences of their students to ensure female persistence in university STEM degrees.  相似文献   

20.
The societal demand for inspiring and engaging science, technology, engineering, and mathematics (STEM) students and preparing our workforce for the emerging creative economy has necessitated developing students’ self-efficacy and understanding of engineering design processes from as early as elementary school levels. Hands-on engineering design activities have shown the potential to promote middle school students’ self-efficacy and understanding of engineering design processes. However, traditional classrooms often lack hands-on engineering design experiences, leaving students unprepared to solve real-world design problems. In this study, we introduce the framework of a toy design workshop and investigate the influence of the workshop activities on students’ understanding of and self-efficacy beliefs in engineering design. Using a mixed method approach, we conducted quantitative analyses to show changes in students’ engineering design self-efficacy and qualitative analyses to identify students’ understanding of the engineering design processes. Findings show that among the 24 participants, there is a significant increase in students’ self-efficacy beliefs after attending the workshop. We also identified major themes such as design goals and prototyping in students’ understanding of engineering design processes. This research provides insights into the key elements of middle school students’ engineering design learning and the benefits of engaging middle school students in hands-on toy design workshops.  相似文献   

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