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1.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty—specifically the proportion of female high school math and science teachers—on college students’ decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students’ likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students’ initial ability. 相似文献
2.
In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved. 相似文献
3.
Chin-Chung Tsai 《International Journal of Science Education》2013,35(7):847-860
The purpose of this study was to explore the differences between science students' and teachers' perceptions of laboratory environments. More than 1000 junior high school students and their science teachers in Taiwan were surveyed. The students showed much more dissatisfaction with approaches to laboratory activities than their teachers. They preferred a much more student-cohesive, open-ended, integrated and rule-clear laboratory environment than their teachers expected or preferred. However, the teachers sampled showed higher preferences for better equipment and material environments for laboratory work than did their students. Data from follow-up interviews with participant teachers suggested that epistemological views about science might be one of the important factors causing differences in perceptions between students and teachers of laboratory learning environments. 相似文献
4.
This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001 相似文献
5.
In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross‐validation data for its use in English‐speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 63–78, 2002 相似文献
6.
Joyce B. Main 《Research in higher education》2018,59(8):1059-1073
Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering. 相似文献
7.
Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
8.
Sae Yeol Yoon Jee Kyung Suh Soonhye Park 《International Journal of Science Education》2013,35(16):2666-2693
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts. 相似文献
9.
The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring. 相似文献
10.
Ronald A. Beghetto 《科学教学研究杂志》2007,44(6):800-814
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007 相似文献
11.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
12.
Thomas Tretter Manuela Paechter Dennis Kubasko Alexandra Bokinsky Thomas Andre Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799
This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007 相似文献
13.
Thomas E. Van Koevering George T. O’Hearn Dr. Joseph M. Moran Michael D. Morgan 《Journal of Science Teacher Education》1992,3(1):27-31
Conclusions In view of growing national concern over the decline in scientific literacy among students and the need to attract more students
to science and engineering, it is incumbent upon college and precollege science faculties to work together to find ways to
help solve these problems. To this end, college and precollege science teachers and administrators established the NEW Science
Forum and its dinner-and-lecture series and Science Teacher Day field trips. These activities stimulate teacher interest in
science, upgrade scientific understanding, and provide new insights and information for classroom use. In addition, the Forum
is an opportunity for discussion among techers and between teachers and university science faculty members. The continued
high level of participation by teachers and professors during the seven years since the founding of the NEW Science Forum
attests to its value to area educators. Our experience prompts us to encourage our colleagues at other colleges and universities
to explore the feasibility of establishing a similar program in their regions. The rewards of strengthening ties with area
school science teachers far outweigh lost time from research and the trepidation of operating with a zero budget. 相似文献
14.
Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献
15.
16.
Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007. 相似文献
17.
What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006 相似文献
18.
This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole‐school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2‐week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole‐school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007 相似文献
19.
The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross-case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997. 相似文献
20.
The characteristics of 273 male science teachers were compared with 72 female science teachers randomly selected from a fourteen-state region in the USA. A multivariate analysis of variance found differences between the two groups significant at the p ? 0.0005 level. Female teachers were higher on measures of interest in science and receptivity to change. Males scored higher on science knowledge indicators and on their perceptions of the teaching support they received. No differences were noted on measures of professional development or their perceptions of teaching effectiveness, curriculum, workload, or facilities. The implications of the findings are discussed in terms of science career selection by women. 相似文献