An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes     

Habig  Bobby  Gupta  Preeti  Levine  Brian  Adams  Jennifer 《Research in Science Education》2020,50(3):1051-1074

Research in Science Education - While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth...  相似文献   

Context characteristics and their effects on students’ situational interest in chemistry     

Sebastian Habig  Janet Blankenburg  Helena van Vorst  Sabine Fechner  Ilka Parchmann  Elke Sumfleth 《International Journal of Science Education》2018,40(10):1154-1175

ABSTRACT

Many studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning.  相似文献   

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality     

Sebastian Habig 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):629-644

This paper is about augmented reality (AR) and its potentials to support students in handling scientific representations. For this purpose, first representations are examined from a science educational and instructional psychology perspective. After giving a short overview of AR in general and how it can be delineated from virtual reality (VR), potential advantages of an educational use of AR are outlined considering typical difficulties of students when learning with scientific representations. Since literature frequently reports sex differences in spatial abilities, this study focuses on potential differential effects in the use of AR depending on sex. Against this background, AR might be a tool which can help to compensate for disadvantages in spatial abilities. In order to investigate this question, chemistry students had to answer 20 items related to stereochemistry, a concept that places high demands on mental spatial rotation skills. While one half of the items had to be solved using two-dimensional (2D) ball-and-stick figures of molecules, the other half had to be answered with the help of AR representations. Due to the aforementioned sex differences regarding visuo-spatial abilities between males and females found in the literature, it is hypothesized that AR representations will support all students but females in particular by reducing cognitive load. If this assumption is correct, the AR items would have to be correctly solved by the students more often than the 2D items. The results of analyses of variance indeed reveal a significant effect of the sex variable dependent on the type of representation. In addition, a questionnaire was administered to survey the students’ attitudes towards learning with the AR app used.  相似文献