Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2018-01-02 DOI:10.1080/03057267.2018.1442900

Sarah Reinhold, D. Holzberger, T. Seidel

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引用次数: 54

Abstract

Abstract Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation.

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鼓励科学职业：中学对学生STEM定向影响的研究综述

摘要先前的研究指出，学校在学生的科学、技术、工程和数学（STEM）取向中发挥着核心作用。然而，研究使用了各种理论基础来定义变量，并假设学校和STEM取向之间的关系。为了便于对研究结果的解释和比较，我们进行了系统的文献综述，从理论上整合了变量，总结了研究结果，并得出了进一步的研究建议。根据我们的入选标准，我们选择了28篇同行评审的期刊文章，这些文章通过定量、定性或混合方法调查了学校对学生STEM取向的影响。分析表明，这些研究在所调查的STEM定向变量方面相当多样化，但在学校的影响方面总体上是积极的。基于对研究结果的理论整合和比较，我们指出了未来研究学校和STEM取向影响的方法和理论挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.