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1.
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   

2.
Medical doctor and engineer are highly esteemed STEM professions. This study investigates academic and motivational characteristics of a sample of high school students in Thailand who aspire to become medical doctors or engineers. We used logistic regression to compare maths performance, gender typicality, gender contentedness, and maths and physics self-concepts among students with aspirations for these two professions. We found that high levels of felt gender contentedness in men had positive association with aspirations for engineering irrespective of the levels of maths or physics self-concept. We found that high levels of felt gender contentedness combined with high levels of maths or physics self-concept in women had positive associations with aspirations to become a medical doctor. These findings are evidence that student views of self are associated with uneven gendered patterns in career aspirations and have implications for the potential for future participation.  相似文献   

3.
ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.  相似文献   

4.
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) “Value to Profession” (attainment and utility value) and (2) “Value to Self” (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.  相似文献   

5.
The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.  相似文献   

6.
Australia currently faces a skill shortage in Science, Technology, Engineering and Mathematics (STEM) professions unlikely to improve if the current trend of low enrolments in high-level mathematics in secondary school continues. Many factors seem to contribute to this trend, and amongst them, research recognises student attitudes towards mathematics and careers in STEM. Research also shows that teachers and classroom practices are key agents to change these attitudes. This paper examines teachers’ perceptions of students’ attitudes towards mathematics and careers in STEM, as well as classroom practices emanating from those perceptions. Combining data from two studies, a large-scale survey and an intervention, we argue three main points: (1) student attitudes and teachers’ perceptions of those attitudes quite clearly differ, (2) targeted interventions showing links between mathematics and careers in STEM can have an influence on students’ perceptions of STEM careers and (3) an implementation of classroom ability grouping based on standardised test scores can be disadvantageous to students who have a natural inclination towards STEM and positive attitudes towards mathematics.  相似文献   

7.
A process evaluation of a three-credit, upper division career course at a southeastern university is described. Student responses to a standardized course rating instrument were analyzed. Anonymous course evaluations of 293 students enrolled in 11 sections of the career course were compared to student ratings of one section of the course 5 years earlier, and normative data taken from summary reports provided by the university. Results indicated that student perceptions of the course are consistent over time, and more positive in classes meeting multiple times per week. The course was rated higher in course demands, student-instructor involvement, and course organization than other courses. The career course was rated lower in student interest than other courses. Implications of the findings and directions for future research are discussed. Course designers and instructors might benefit from using the information gleaned from this study in structuring career courses and in planning course schedules.  相似文献   

8.
Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college students. As such, in this study we examined the transient period to lower secondary school; our aim was to discover to what extent relationships between factors of students’ science interest and career perspectives differ between male and female. Based on previous studies and analyses, we selected three future career perspective variables – outcome, personal time, and innovation orientations – and three defining features of interest – personal value, enjoyment, and cognitive aspect. The sample was conducted in Finland and comprised of 401 grade 7 students aged 13, using a multi-group structural equation modelling. This study found that during the transient period there were clear gender differences regarding interest and preferences of science subjects, as well as their relationship towards future career perspectives. To be specific, biology was preferred by females, and males preferred physics and chemistry. With regard to future career perspectives, female students’ science interest was positively correlated with personal time- and innovation-oriented career perspectives; an outcome-oriented career expectation was negatively related to their interest. Interpretation and implication that might possibly arise from the results were also discussed.  相似文献   

9.
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10.
The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school‐aged Koreans for an information and knowledge‐based society. The reform effort emphasises information and communication technology (ICT) in the K–12 curriculum and a learner‐centred pedagogy. This study examines the contributions of ICT, specifically, computer‐assisted instruction (CAI), in Korean science classrooms. A sample of 234 Korean middle school students was categorised into five achievement groups. Data were collected from pre‐ and post‐achievement test scores and pre‐ and post‐questionnaires for attitudes toward science, future courses, and career aspirations in science. Findings include: (1) the lowest achievement group showed the most significant improvement after CAI (p=.000); (2) an improvement in student achievement in science significantly influenced students’ attitudes toward science (p=.019), future course selections, and career aspirations related to science (p=.000); and (3) boys tended to perform better with CAI than girls. This research provides evidence that CAI has the potential to help lower achieving students in Korean science classes and may encourage enrolment in science.  相似文献   

11.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

12.
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   

13.
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   

14.
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   

15.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment.  相似文献   

16.
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   

17.
There is a need to identify students' early attitudes toward mathematics and science to better support their long-term persistence in science, technology, engineering, and mathematics (STEM) careers. Seventh graders from a nationally representative sample (N = 2,861) were classified based on their responses to questions about their attitudes toward mathematics and science using latent class analysis. Four distinct groups of students that differed in terms of their attitudes were identified. There were relationships between attitudinal group membership, demographic characteristics, mathematics and science achievement, and STEM career attainment. Females and underrepresented minorities were more likely to be in the positive attitude group. However, despite these early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later. Information about student interests organized in this manner can be used to better target specific interventions to support and encourage persistence in STEM careers.  相似文献   

18.
This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students’ IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants’ IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students’ technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.  相似文献   

19.
A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude.  相似文献   

20.
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献   

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