Journal for STEM education research最新文献_第2页

“It Just Makes It Feel Like You’re Not Alone”: A Qualitative Study of a Social Support Group for High-Achieving, Low-Income STEM Majors "它让你感觉并不孤单"：针对成绩优秀、低收入 STEM 专业学生的社会支持小组的定性研究

Journal for STEM education research Pub Date : 2024-01-24 DOI: 10.1007/s41979-024-00116-1

N. LaDue, Erika Zocher, Daryl Dugas

引用次数: 0

Research Trends and Readership Growth: a Brief Review of the Journal’s First Five Years 研究趋势与读者增长：期刊头五年简评

Journal for STEM education research Pub Date : 2023-12-01 DOI: 10.1007/s41979-023-00115-8

Yeping Li

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Encouraging Young Women into STEM Careers: A Study Comparing Career Intention of Female STEM Students in China and Scotland 鼓励年轻女性从事 STEM 职业：中国和苏格兰 STEM 女学生职业意向比较研究

Journal for STEM education research Pub Date : 2023-12-01 DOI: 10.1007/s41979-023-00114-9

Fiona McNeill, Linyi Wei

引用次数: 0

A Systematic Review of AI-Driven Educational Assessment in STEM Education STEM教育中ai驱动的教育评估系统综述

Journal for STEM education research Pub Date : 2023-11-09 DOI: 10.1007/s41979-023-00112-x

Fan Ouyang, Tuan Anh Dinh, Weiqi Xu

引用次数: 1

The Relationship Between Attitude Towards STEM Education, Self-Efficacy in STEM Education, and Constructivist Beliefs of Early Childhood Teachers STEM教育态度、STEM教育自我效能感与幼儿教师建构主义信念的关系

Journal for STEM education research Pub Date : 2023-11-09 DOI: 10.1007/s41979-023-00111-y

Ahmet Erol, Merve Canbeldek Erol

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Barbie, I Can(’t) be a Computer Engineer: the Impact of Barbie Text and Images on Girls’ Computing Performance 芭比，我不能(不能)成为计算机工程师:芭比文本和图像对女孩计算能力的影响

Journal for STEM education research Pub Date : 2023-10-26 DOI: 10.1007/s41979-023-00110-z

Megan Fulcher, Kingsley Schroeder, Jennifer Rabung

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Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods 以实践为基础的教师教育通过包容和积极的教学方法使毕业生和他们的学生受益

Journal for STEM education research Pub Date : 2023-10-16 DOI: 10.1007/s41979-023-00109-6

Shelley Stromholt, Benjamin Wiggins, Bailey Von der Mehden

{"title":"Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods","authors":"Shelley Stromholt, Benjamin Wiggins, Bailey Von der Mehden","doi":"10.1007/s41979-023-00109-6","DOIUrl":"https://doi.org/10.1007/s41979-023-00109-6","url":null,"abstract":"Abstract The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students.","PeriodicalId":73571,"journal":{"name":"Journal for STEM education research","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136080055","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

“I Could Feel a Kind of Keen Air of Excitement”: Using IVR to Foster Girls’ Confidence, Interest, and Engagement in STEAM “我能感觉到一种兴奋的气氛”:使用IVR培养女孩对STEAM的信心、兴趣和参与

Journal for STEM education research Pub Date : 2023-10-02 DOI: 10.1007/s41979-023-00108-7

Rose Izadinia

引用次数: 1

Using Immersive Virtual Reality in an Online Biology Course. 在在线生物学课程中使用沉浸式虚拟现实。

Journal for STEM education research Pub Date : 2023-05-12 DOI: 10.1007/s41979-023-00095-9

Ania A Majewska, Ethell Vereen

{"title":"Using Immersive Virtual Reality in an Online Biology Course.","authors":"Ania A Majewska, Ethell Vereen","doi":"10.1007/s41979-023-00095-9","DOIUrl":"10.1007/s41979-023-00095-9","url":null,"abstract":"Interest in virtual reality (VR) for teaching and learning in higher education is growing, given its many potential applications. VR offers a socially interactive environment with novel ways to engage students with materials, objects, and activities and provide students with experiences such as \"field trips\" that would be otherwise very difficult. Preliminary work indicates overall positive gains in student learning across disciplines compared to other technology and traditional techniques, although more studies are needed to better our understanding of this tool. We employed an \"immersive\" VR (with a head-mounted display) in an online course which provided students with the opportunity to interact with peers and engage in activities. We asked about perceptions of the learning experience with the technology and how using VR impacts students' performance. We also noted the benefits and challenges of VR in an online course. Students perceived VR as a helpful component of the course, although performance on the cardiovascular unit assessment did not differ compared to the previous semester without VR.Supplementary information: The online version contains supplementary material available at 10.1007/s41979-023-00095-9.","PeriodicalId":73571,"journal":{"name":"Journal for STEM education research","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10175900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9705196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

"Programming Is Not That Hard!" When a Science Center Visit Increases Young Women's Programming Ability Beliefs. “编程没那么难！”当科学中心来访时，年轻女性对编程能力的信念增强了。

Journal for STEM education research Pub Date : 2023-05-04 DOI: 10.1007/s41979-023-00094-w

Una Tellhed, Fredrik Björklund, Kalle Kallio Strand, Karolin Schöttelndreier

{"title":"\"Programming Is Not That Hard!\" When a Science Center Visit Increases Young Women's Programming Ability Beliefs.","authors":"Una Tellhed, Fredrik Björklund, Kalle Kallio Strand, Karolin Schöttelndreier","doi":"10.1007/s41979-023-00094-w","DOIUrl":"10.1007/s41979-023-00094-w","url":null,"abstract":"To increase engagement with science and technology, young people around the world are encouraged to attend activities at science centers. But how effective are these activities? Since women have weaker ability beliefs and interest in technology than men, it is especially important to learn how science center visits affect them. In this study, we tested if programming exercises offered to middle school students by a Swedish science center would increase ability beliefs and interest in programming. Students in grades 8 and 9 (n = 506) completed a survey before and after visiting the science center, and their ratings were compared to a wait-list control group (n = 169). The students participated in block-based, text-based, and robot programming exercises developed by the science center. The results showed that programming ability beliefs increased for women, but not men, and that interest in programming decreased for men, but not women. The effects persisted at a follow-up (2-3 months). The young men reported stronger ability beliefs and interest than the young women at all timepoints. The results imply that science center activities can make programming feel less hard, but adaptations may be needed to also increase interest.Supplementary information: The online version contains supplementary material available at 10.1007/s41979-023-00094-w.","PeriodicalId":73571,"journal":{"name":"Journal for STEM education research","volume":" ","pages":"1-23"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10159224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9705200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0