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1.
The relative lack of students studying post‐compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students’ family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students’ background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from ‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents’ social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio‐economic position increases, young women are more likely to choose STEM over other high‐return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A‐level choices. Implications for policy and future research are discussed.  相似文献   

2.
There is a dearth of empirical information concerning teachers’ attitudes to secondary students’ behaviours. A questionnaire was used to survey 105 secondary school teachers from NSW about the perceived serious or disturbing nature of 50 student behaviours. The perception of the behaviours was scored on a five‐point Liken scale. Behaviours were ranked according to the results and compared with four previous studies. It was found that ‘aggressive’ behaviours were perceived as more serious than ‘passive’ behaviours and that the rankings of the NSW teachers agreed substantially with those in previous American studies. No significant differences were found between rankings of male and female teachers or between perceptions of behaviours when observed in boy or girl students. A factor analysis extracted six fairly distinct factors which could be related to dimensions in behaviour rating scales. It was concluded that professional development courses could target the behaviours loading significantly on Factor I, as teachers perceive that they are the most disturbing.  相似文献   

3.
Social cognitive theory guided the design of a survey to investigate high school students’ perceptions of factors affecting their career contemplations and beliefs regarding the influence of their participation in the international Science Olympiad on their subject interests and twenty-first century skills. In addition, gender differences in students’ choice of competition category were studied. Mixed methods analysis of survey returns from 172 Olympiad participants from 31 countries showed that students’ career aspirations were affected most by their teachers, personal interests, and parents, respectively. Students also indicated that they believed that their participation in the Olympiad reinforced their plan to choose a science, technology, engineering, and mathematics (STEM) major at college and assisted them in developing and improving their twenty-first century skills. Furthermore, female students’ responses indicated that their project choices were less likely to be in the engineering category and more likely to be in the environment or energy categories. Findings are discussed in the light of increasing the awareness of the role and importance of Science Olympiads in STEM career choice and finding ways to attract more female students into engineering careers.  相似文献   

4.
本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现：工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。  相似文献   

5.
Personal views, remarks about SEFI as an organisation and trends in engineering education are the items presented in the paper. SEFI—if it did not exist it would have to be invented immediately because it contributes to the infrastructure of Europe. ‘Richesse de la culture’ is a European characteristic and, as a consequence, educational systems are different, and should be developed further to capitalise on their advantages and eliminate their drawbacks. The first decade of SEFI was that of a club of enthusiastic engineering educators, the next one should bring the transition to a society with its potential impact on a European scale. Engineering education, to day more than ever, faces permanent technological change. Continuing education, therefore, becomes more important, but initial education should be enhanced by involving students in research, by introducing more choices, for instance to include nontechnical subjects and by training innovative, flexible and communicative behaviour to make technology better understood to the public.  相似文献   

6.
Research has shown that students’ alternative conceptions in science are quite resistent to change, which indicates that the teaching strategies used are not appropriate and that new strategies should be implemented in order to promote conceptual change. This pilot study was carried out with 100 Portuguese 5th grade students and aims: (a) to investigate a teaching strategy geared to the students’ conceptual change, taking into account their misconceptions about scientific ideas; (b) to promote a better attitude towards science. The results of this study indicate that the teaching approach based on the pupils’ alternative ideas and that makes them reflect on their own work and ideas, seemed to increase learning of scientific concepts related to the topic ‘properties and corpuscular model of the air’ and consequently favoured conceptual change better than a ‘traditional’ approach.  相似文献   

7.
Engineering educators should motivate and support students in developing not only technical competence but also professional competence including commitment to excellence. We developed an authentic assessment to improve students’ understanding of the importance of ‘perfection’ in engineering – whereby 50% good enough will not be acceptable in industry. Subsequently we aimed to motivate them to practise performing at their best when they practice engineering. Students in a third-year mechanical and mechatronic engineering unit completed a team design project designed with authentic assessment features to replicate industry expectations and a novel marking scheme to encourage the pursuit of excellence. We report mixed responses from students. Students’ ratings of their levels of effort on this assessment indicate that many perceived a positive influence on their effort. However, students’ comments included several that were consistent with students experiencing the assessment as alienating.  相似文献   

8.
Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback.  相似文献   

9.
This study explored the response of 28, second year undergraduate students to an innovative approach to a five-day solo. Periods of solitude are more likely to lead to positive outcomes when they are freely chosen than when they are programmed as part of a course. The extent to which a programmed solo can be ‘freely chosen’ by the individual is traditionally perceived as being constrained by logistic, safety and group needs. This study describes a solo, delivered as a required part of a core academic module, in which these perceived limitations were challenged. It describes an attempt to empower students to make their own choices about the nature of their solo experience and risk management. The study evaluates the extent to which individual students felt that they had freedom of choice; the choices they made and the outcomes of their solos. An intrinsic case study approach was used to explore the choices made by all students before, during and immediately after their solo as well as the more considered responses of 14 students eight months later. The data suggest that the pre-solo mindset was the most important factor in determining positive outcomes for participants and that offering students the opportunity to take responsibility for the structure of their own solo increased the likelihood that this would be achieved.  相似文献   

10.
ABSTRACT

It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.  相似文献   

11.
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of ‘online’ and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the ‘online’, classroom and reading activities was low although they were well assessed.  相似文献   

12.
A progressive attempt to replace traditional public administration values and concepts by others that are closer to private management can be observed in the replacement of the service user concept by that of consumer or client. This redefinition's more implicit or explicit intent is to increase consumers'/clients' status, their capacity to choose and make rational choices in the market, and, ultimately, to ensure that organisations fulfil their needs. Influenced by this tendency, higher education institutions (HEIs) also started to see students as clients or consumers and to influence their choices by trying to define HE demand. This is evident in the shift in their external communication strategies: ‘institutional information’, based on HEIs' prestige, is being progressively replaced by ‘marketed information’, based on economic consumer logic. In trying to understand how students are perceived by Portuguese HEIs, we undertook qualitative research based on the content analysis of undergraduate degrees' announcements in newspapers. Major findings evidence that their content: (1) can be classified in a continuum bounded by two poles: the use of ‘institutional information’ and the use of ‘marketed information’; (2) show the presence of a social representation of students as clients or consumers; (3) seems related to HEIs' nature (public vs. private), positioning in the HE system (universities and polytechnics) and ‘symbolic capital’ (traditional vs. new institutions).  相似文献   

13.
There are three dimensions through which to measure university support for students’ transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this study is to examine the perceived gender differences in perception of the relationships among these adjustments during the first year undergraduate transition period. The study is based on a survey of 114 first year undergraduate students from a Hong Kong local university. The findings show that (1) female students perceive social adjustment to have more influence on academic adjustment than male students, (2) female students perceive psychological adjustment to have more influence on academic adjustment than male students, and (3) there is no significant difference in the relationship between social and academic adjustments for female and male students.  相似文献   

14.
The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

15.
Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students envision their careers? What are the experiences that shape students’ self-reflections? And how do students’ self-reflections influence the way they envision their future careers? Five students were interviewed and data were coded in two ways: by topic domains and confidence levels. The research findings indicate that: first, a lack of information about future careers limits students from developing effective strategic plans; second, students’ perceived ability to handle situations of potential barriers and communications with their parents might contribute to their certainty about and confidence in future careers.  相似文献   

16.
This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work.  相似文献   

17.
Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.  相似文献   

18.
A present-day engineer has a large scientific knowledge; he is a team-player, eloquent communicator and life-long learner. At the Katholieke Universiteit Leuven, the course ‘Problem Solving and Engineering Design’ introduces engineering students from the first semester onwards into real engineering practice and teamwork. Working in small groups, the students integrate basic principles of all regular scientific courses to solve real-life engineering problems. This makes the coursework more interesting and helps the students to master the abstract theories presented in lectures. Through the increasing complexity of the assignments, the students are gradually confronted with technical and social competencies such as a systematic approach to problem solving and engineering design, teamwork, project management and communication skills. ‘Problem Solving and Engineering Design’ has been implemented in the bachelor of engineering since September 2003. The current paper describes the course objectives, the way the course is implemented to support project-based learning and the feedback obtained from the didactic team and the students.  相似文献   

19.
This essay challenges assumptions that those labelled as ‘high achievers’ are in some way ‘held back’ by those perceived as having lower initial capability. By exploring collaborative pedagogical approaches and focussing on my experiences with two students, with widely differing initial capabilities, and exploring how they have influenced each other’s learning, I argue that organisational models that separate students based on perceived ability can be damaging. Allowing time and space for students to collaborate on a range of tasks and creating a classroom atmosphere which values the contributions of all can enable those students deemed of lower ability to become useful learning tools for their ‘more capable peers’ as well as vice versa. Against those versions of the Vygotskian zone of proximal development that privilege the role of the ‘more capable peer’, I argue that collaborative forms of learning can be mutually beneficial.  相似文献   

20.
In a context where mass higher education has eroded the job security once guaranteed by higher qualifications, students are more likely to view higher education as an ‘investment’ which should yield return in terms of their employability. The aim of this study is to understand whether Portuguese students consider employability as the main reason to choose to enrol in higher education, to choose a specific programme and to choose a specific higher education institution. Data were collected through semi-structured interviews with 60 first-year students, from universities and polytechnics, both public and private, and from three first-cycle study programmes (Arts, Pharmacy and Computer Engineering). The analysis is based on a qualitative study exploring Portuguese students’ perceptions underlying their higher education choices. Findings suggest that the majority of the students interviewed considered employability as the major reason to enrol in higher education, although its importance was largely undervalued in the choice of study programme and of institution.  相似文献   

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