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1.
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   

2.
The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.  相似文献   

3.
This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners—from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.  相似文献   

4.
Governments worldwide are advocating for STEM curricula as essential to economic viability but the opportunity for STEM to create a re-envisioned world where there is equal access to wealth, opportunities, and privileges is less prominent. The literature has also not clearly articulated how the combination of the individual disciplines areas: science, technology, engineering and maths should be structured to form a cohesive paradigm within a contextual real-world problem. This paper details one example of a STEM unit had with an equity and social justice agenda. The teacher orchestrated a range of learning experiences to develop student intellectual and emotional engagement with the learning experience sequence, which was to design a pair of shoes for students in a refugee camp using resources that might be available there. Her teaching approach involved the choreography of student attention to the different dimensions of STEM. While all were in play particular disciplinary concepts and practices were foregrounded at different times. We propose that teaching STEM involves a choreography of focus on the different disciplines of Science, Technology, Engineering and Maths, with the relative weight at any one time and overall depending on the nature of the task that is to be accomplished.  相似文献   

5.
The conceptual understanding of student engagement entails a necessary relationship between institutions and individuals. Several decades of research have revealed the empirical relationship of student engagement and desirable student outcomes, as well as the myriad intervening factors that influence engagement levels. However, there is a critical gap in the research literature as to the specific programmatic features of college practices that best foster student engagement. In an era of dwindling resources and increasing demand for higher education access and student success, this understanding is critical for utilizing scarce resources and developing programs with the most impact. This essay argues that despite such high impact or promising practices continually studied and shown to have a high impact on student engagement levels, a more systematic investigation of these practices, structurally and collectively instead of topically, is needed to further our conceptual understanding of engagement and how to encourage it at the intersection of the student in the community college context.  相似文献   

6.
STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies.  相似文献   

7.
Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children’s disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme’s conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.  相似文献   

8.
Inquiry engagement is a newly defined construct that represents the participation in carrying out practices of science and engineering to achieve learning outcomes and is influenced by learners’ personalities and teachers’ roles. Expectancy value theory posits that attainment values are important components of task values that, in turn, directly influence students’ achievement-related choices and performance. The current paper developed and validated the McGill Attainment Value for Inquiry Engagement Survey (MAVIES) with undergraduate students in STEM disciplines. The MAVIES is a 67-item, learner-focused survey that addresses four components that are theoretically important for engaging in scientific inquiry: (a) teachers’ roles, (b) students’ personalities, (c) inquiry learning outcomes, and (d) practices of science and engineering. Evidence for internal consistency and construct, content, and criterion validity was obtained from 85 undergraduates who had experience with scientific inquiry in diverse STEM fields. Confirmatory factor analyses confirmed factors that were consistent with role theory, Big Five personality traits, revised Bloom’s learning outcomes, and the Next Generation Science Standards. The MAVIES instrument is a reliable and valid instrument for measuring undergraduate students’ attainment values for scientific inquiry engagement in STEM disciplines.  相似文献   

9.
Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.  相似文献   

10.
Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of person‐oriented analysis of experience sampling data, we employ cluster analysis to identify six distinct momentary engagement profiles representing different combinations of the behavioral, cognitive, and affective dimensions of student engagement in high school science classrooms. Students spend a majority of their classroom time in one of several engagement profiles characterized by high engagement on one dimension, but low levels on the others. Students exhibited low engagement across all three dimensions of engagement in about 22% of our observations. Full engagement, or high levels across all three dimensions, is the least frequent profile, occurring in only 11% of the observations. Students’ momentary engagement profiles are related in meaningful ways to both the learning activity in which students are engaged and the types of choices they are afforded. Laboratory activities provided especially polarized engagement experiences, producing full engagement, universally low engagement, and pleasurable engagement in which students are affectively engaged but are not engaged cognitively or behaviorally. Student choice is generally associated with more optimal engagement profiles and the specific type of choice matters in important ways. Choices about how to frame the learning activity have the most positive effects relative to other types of choices, such as choosing whom to work with or how much time to take. Results are discussed in terms of implications for practice and the utility of the methodological approach for evaluating the complexities of student engagement in science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 88: 19–43, 2018  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.
In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded by STEM research funding can become proxies for the development of similar skills and dispositions essential to good university teaching.  相似文献   

13.
ABSTRACT

This quantitative study examined the predictive impact of a series of factors on female community college students’ intention to transfer in science, technology, engineering, and mathematics (STEM). The STEM Student Success Literacy survey (SSSL) was utilized to collect data from a large, diverse community college located in Florida. After the data cleaning and preparation, the authors first constructed a model that measures potentially predictive factors such as social capital, student engagement, and chilly climate. Then, a regression model including these factors and demographic characteristics was tested using a multinomial regression analysis. Findings generated implications for future research, policy, and practice to better serve and assist female students in their pursuit of a STEM degree.  相似文献   

14.
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.  相似文献   

15.
In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience.  相似文献   

16.

Mathematical modeling is a high-leverage topic, critical for college and career readiness, participation in STEM education, and civic engagement. Mathematical modeling involves connecting real-world situations, phenomenon, and/or data with mathematical models, and in this way applies across various STEM disciplines, including mathematics, engineering, and science. Although research has begun to explore mathematical modeling instruction in the elementary grades, questions remain about how to assess student learning at the elementary level. We addressed this need by designing an assessment of mathematical modeling competencies for students in grades 3 through 5. Informed by international research, our assessment includes a hybrid structure to assess mathematical modeling competencies holistically (as students engage in the complete modeling process) and atomistically (as students engage in different components of the modeling process, including making sense of phenomena and real-world situations, setting up and operating on mathematical models, and interpreting results in relation to the real-world context). We conducted student interviews, followed by two rounds of pilot testing to inform item development and ensure acceptable psychometric properties. The final assessment included 13 items (9 multiple choice, 3 open-response, and 1 complete modeling task). We describe our assessment development process, and provide sample assessment items and detailed coding rubrics. We summarize quantitative analyses which established high reliability and low standard error for our assessment, supporting its use for grades 3 to 5. Implications of our framework and assessment for mathematical modeling instruction and future research on STEM learning are discussed.

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17.
Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018  相似文献   

18.
A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.  相似文献   

19.
There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.  相似文献   

20.
In the last special issue devoted to this topic, Pintrich (Educ Psychol Rev 16:385–407, 2004) provided an in-depth critique of his conceptual framework on self-regulated learning (SRL), comparing and contrasting it to Biggs’ student approaches to learning (SAL) perspective. Since then, there have been a number of advances in the study of learning in higher education. To that end, the purpose of this article is to provide a critical analysis of three distinct yet overlapping streams of research in higher education, namely SRL, patterns of learning (including SAL), and student engagement. The theoretical bases of each of these approaches are outlined followed by a review of recent trends. Finally, an integrative model of student learning is proposed, which draws on the strengths of each of these traditions.  相似文献   

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