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Journal of Research in STEM Education最新文献

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What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program 工程师是做什么的?参与GK-12项目的中学生同伴参与的观念变化及其影响
Journal of Research in STEM Education Pub Date : 2018-12-01 DOI: 10.51355/jstem.2018.41
Vincent R. Genareo, Mari Kemis, D. R. Raman
{"title":"What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program","authors":"Vincent R. Genareo, Mari Kemis, D. R. Raman","doi":"10.51355/jstem.2018.41","DOIUrl":"https://doi.org/10.51355/jstem.2018.41","url":null,"abstract":"This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130155612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Curriculum and Instruction at Exemplar Inclusive STEM High Schools 示范性STEM高中的课程和教学
Journal of Research in STEM Education Pub Date : 2018-12-01 DOI: 10.51355/JSTEM.2018.45
E. Peters-Burton, A. House, Edmund M. Han, Sharon J. Lynch
{"title":"Curriculum and Instruction at Exemplar Inclusive STEM High Schools","authors":"E. Peters-Burton, A. House, Edmund M. Han, Sharon J. Lynch","doi":"10.51355/JSTEM.2018.45","DOIUrl":"https://doi.org/10.51355/JSTEM.2018.45","url":null,"abstract":"In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122170430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration 小学教师STEM整合理念与方法的探索性横断面调查研究
Journal of Research in STEM Education Pub Date : 2018-12-01 DOI: 10.51355/jstem.2018.43
Kathryn Arnone
{"title":"An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration","authors":"Kathryn Arnone","doi":"10.51355/jstem.2018.43","DOIUrl":"https://doi.org/10.51355/jstem.2018.43","url":null,"abstract":"Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker & Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns & Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122055507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Factors Influencing Student STEM Career Choices: Gender Differences 影响学生STEM职业选择的因素:性别差异
Journal of Research in STEM Education Pub Date : 2018-12-01 DOI: 10.51355/jstem.2018.44
Tandra L. Tyler-Wood, Karen R. Johnson, Deborah Cockerham
{"title":"Factors Influencing Student STEM Career Choices: Gender Differences","authors":"Tandra L. Tyler-Wood, Karen R. Johnson, Deborah Cockerham","doi":"10.51355/jstem.2018.44","DOIUrl":"https://doi.org/10.51355/jstem.2018.44","url":null,"abstract":"This study examined factors that influence middle school students’ dispositions towards science, technology, engineering, and math (STEM) careers. Interest and ability in STEM subject areas were compared by gender, based on 182 middle school students’ responses to four different test instruments. While findings from t-tests indicated significant differences between males and females on mathematics interest scores, no significant differences were found in science, technology, engineering, or STEM career interest. Stepwise multiple regression showed that STEM variables explained 47% of the variance in boys pursuing a STEM career and 36% of the variance in girls. The findings of this study underscore the challenges that still exist in achieving equal gender representation in the STEM workforce, and suggest that adopting a constructivist learning approach may provide a foundation for girls to develop a more positive approach toward science, boost STEM awareness and interest, and increase STEM success.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121227239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Inquiry Beliefs and Practices in an Urban Low SES Elementary Classroom: A Case Study 城市低社会经济地位小学课堂探究信念与实践:个案研究
Journal of Research in STEM Education Pub Date : 2018-12-01 DOI: 10.51355/JSTEM.2018.42
Boby Jeanpierre
{"title":"Inquiry Beliefs and Practices in an Urban Low SES Elementary Classroom: A Case Study","authors":"Boby Jeanpierre","doi":"10.51355/JSTEM.2018.42","DOIUrl":"https://doi.org/10.51355/JSTEM.2018.42","url":null,"abstract":"This case study explored the inquiry beliefs and practices of an elementary teacher in an urban low SES school. The case study included an array of data collection methods: teacher interview, classroom observations of teacher’s practices (3-5) days a week over six months, weekly journal reflections, teacher’s responses to an inquiry survey, responses to the Excellent Science Teaching Educational Evaluation Model survey and the school-level principal was interview about her perceptions of the teacher’s science instructional practices. Findings indicated that the teacher’s beliefs and practices did align and that she did consistently use structured and guided inquiry practices, but rarely used “full inquiry” as described in the National Science Education Standards. Key to this teacher’s use of inquiry was the professional education she had received that both modeled and provided opportunity for her to use various inquiry practices. She also had a belief that all of her students deserved to have quality science experiences and that she could provide it best through inquiry. She sought to increase students’ interest in and experiences with doing science. Time was sometimes a hindrance to the completion of inquiry activities and inquiry-based curricula materials were also important to facilitating the teacher’s use of inquiry.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121776654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Equity during peer conferences: A linguistic comparison by race and gender 同行会议中的公平:种族和性别的语言比较
Journal of Research in STEM Education Pub Date : 2018-07-01 DOI: 10.51355/JSTEM.2018.35
D. Reinholz
{"title":"Equity during peer conferences: A linguistic comparison by race and gender","authors":"D. Reinholz","doi":"10.51355/JSTEM.2018.35","DOIUrl":"https://doi.org/10.51355/JSTEM.2018.35","url":null,"abstract":"This paper provides an analysis of students’ peer assessment conversations in introductory college calculus. Prior research shows that this type of activity can support meaningful student learning. However, previous studies have suggested that students from different groups (e.g., by race or gender) may have different opportunities to participate in such discussion-based activities. Accordingly, this paper explores the participation of students in peer assessment conversations, by focusing on the types of feedback and word choices used by different groups of students, by race and gender. Based on computer-aided textual analysis, this paper provides insights into the types of words used by different students in the class. While there was evidence of inequities in participation between men and women, the results for race were inconclusive. These results suggest that peer conferences have some potential for producing more equitable participation in calculus.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126178697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Breaking Boundaries in Computing in Undergraduate Courses 打破计算机在本科课程中的界限
Journal of Research in STEM Education Pub Date : 2018-07-01 DOI: 10.51355/JSTEM.2018.37
K. Dahlquist, J. Dionisio, R. Libeskind-Hadas, Anna E. Bargagliotti
{"title":"Breaking Boundaries in Computing in Undergraduate Courses","authors":"K. Dahlquist, J. Dionisio, R. Libeskind-Hadas, Anna E. Bargagliotti","doi":"10.51355/JSTEM.2018.37","DOIUrl":"https://doi.org/10.51355/JSTEM.2018.37","url":null,"abstract":"An important question in undergraduate curricula is that of incorporating computing into STEM courses for majors and non-majors alike. What does it mean to teach “computing” in this context? What are some of the benefits and challenges for students and instructors in such courses? This paper contributes to this important dialog by describing three undergraduate courses that have been developed and taught at Harvey Mudd College and Loyola Marymount University. Each case study describes the course objectives, implementation challenges, and assessments.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"90 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113954356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cross-Disciplinary Studies Minors as a New Vehicle to Enhance STEAM Programs 跨学科研究未成年人作为加强STEAM项目的新载体
Journal of Research in STEM Education Pub Date : 2018-07-01 DOI: 10.51355/jstem.2018.33
Alex Dekhtyar, Andrew Schafner
{"title":"Cross-Disciplinary Studies Minors as a New Vehicle to Enhance STEAM Programs","authors":"Alex Dekhtyar, Andrew Schafner","doi":"10.51355/jstem.2018.33","DOIUrl":"https://doi.org/10.51355/jstem.2018.33","url":null,"abstract":"This paper describes the motivation and organization of Cal Poly’s new type of academic subprogram: the Cross-Disciplinary Studies Minor (CDSM). CDSMs are an appropriate educational vehicle for providing both depth in one’s own field and breadth in a companion field for students who want to excel in studying topics that straddle the boundaries of traditional BS degrees. The design of CDSMs is illustrated using the example of Cal Poly’s Cross-Disciplinary Studies Minor in Data Science, which has been in place since 2015-2016 academic year.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121623545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education 突破边界:STEM本科教育中公平、计算和解决问题的紧迫问题
Journal of Research in STEM Education Pub Date : 2018-07-01 DOI: 10.51355/jstem.2018.31
Anna E. Bargagliotti, D. Herreiner, Jeffrey A. Phillips
{"title":"Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education","authors":"Anna E. Bargagliotti, D. Herreiner, Jeffrey A. Phillips","doi":"10.51355/jstem.2018.31","DOIUrl":"https://doi.org/10.51355/jstem.2018.31","url":null,"abstract":"The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129439199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Good Problems within and Across Disciplines 学科内部和跨学科的好问题
Journal of Research in STEM Education Pub Date : 2018-07-01 DOI: 10.51355/jstem.2018.34
D. Reinholz, Tara Slominski, T. A. French, Samuel Pazicni, C. Rasmussen, B. McCoy
{"title":"Good Problems within and Across Disciplines","authors":"D. Reinholz, Tara Slominski, T. A. French, Samuel Pazicni, C. Rasmussen, B. McCoy","doi":"10.51355/jstem.2018.34","DOIUrl":"https://doi.org/10.51355/jstem.2018.34","url":null,"abstract":"This paper focuses on the question of what makes a good disciplinary or interdisciplinary problem. We draw from literature across the STEM disciplines and two conference sessions to provide insight into what makes a good problem within a specific discipline and across the disciplines. We use various frameworks to analyze a variety of problems that were nominated as exemplars by STEM education research experts. Common features identified include real-world connections, reinforcement of conceptual understanding, a low floor and high ceiling, multiple solutions paths, and building dispositions of professionals in the discipline. While a good problem need not have all of these features, in general, good problems have more of these features. We also recognize that these problems are context-specific, as what may be considered a problem for one learner could be a trivial exercise for another. We discuss some of the challenges of designing good interdisciplinary problems and identify some features that can make a problem interdisciplinary, including use of cross-cutting concepts and drawing on the specific expertise of each discipline.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126172515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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