Chen Chen, Tamer Said, Philip M. Sadler, Anthony Perry, Gerhard Sonnert
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引用次数: 0
Abstract
This study examines the often-heard assumption in science teaching that some pedagogies in science classrooms can serve a dual function—improve the student-perceived teacher quality and improve students' affinity to STEM professions. We asked 7507 freshmen from 40 colleges in the United States, selected in a stratified random procedure, to retrospectively report their experiences of a list of 32 pedagogies during high school biology, chemistry, and physics classes. Our survey also asked students to rate each teachers' quality and to report their Science, Technology, Engineering, or Mathematics career interests at the beginning and end of high school. We found that teachers' chosen pedagogies, on the whole, had a stronger impact on how students rated them than on students' career interests. Interestingly, we also found considerable differences between the disciplines.
期刊介绍：
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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