Is Science Me? Exploring Middle School Students’ STE-M Career Aspirations     

Pamela R. Aschbacher  Marsha Ing  Sherry M. Tsai 《Journal of Science Education and Technology》2014,23(6):735-743

This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers.  相似文献   

The flipped college classroom: conceptualized and re-conceptualized     

Chia-Wen Tsai  I-Chun Chiang 《高等教育研究与发展》2018,37(6):1317-1320

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Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach     

Hui-Chen Lin  Gwo-Jen Hwang  Kuei-Ru Chou  Chia-Kuang Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):622-641

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Effects of virtual reality on creativity performance and perceived immersion: A study of brain waves     

Yen-Yin Wang  Tz-Han Weng  I-Fan Tsai  Jing-Yueh Kao  Yu-Shan Chang 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):581-602

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