John Keller, Sanlyn Buxner, Dermot Donnelly-Hermosillo, Elsa Bailey, Martyna Citkowicz, Larry Horvath, Dan Moreno, Melissa Yisak, Bo Zhu, Eleanor Fulbeck, Deidre Sessoms, Stamatis Vokos, Charlotte Chen, Max Pardo
{"title":"具有研究经验的教师的影响：学生在STEM职业意识、STEM学习价值的感知和对STEM课程任务的坚持方面的收获","authors":"John Keller, Sanlyn Buxner, Dermot Donnelly-Hermosillo, Elsa Bailey, Martyna Citkowicz, Larry Horvath, Dan Moreno, Melissa Yisak, Bo Zhu, Eleanor Fulbeck, Deidre Sessoms, Stamatis Vokos, Charlotte Chen, Max Pardo","doi":"10.1002/sce.21926","DOIUrl":null,"url":null,"abstract":"<p>Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods, quasi-experimental comparison study, using a revised third-generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non-RET comparison teachers within the same districts (<i>n</i> = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (<i>n</i> = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third-generation activity theory framework informed by this work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"769-795"},"PeriodicalIF":3.4000,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21926","citationCount":"0","resultStr":"{\"title\":\"Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks\",\"authors\":\"John Keller, Sanlyn Buxner, Dermot Donnelly-Hermosillo, Elsa Bailey, Martyna Citkowicz, Larry Horvath, Dan Moreno, Melissa Yisak, Bo Zhu, Eleanor Fulbeck, Deidre Sessoms, Stamatis Vokos, Charlotte Chen, Max Pardo\",\"doi\":\"10.1002/sce.21926\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods, quasi-experimental comparison study, using a revised third-generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non-RET comparison teachers within the same districts (<i>n</i> = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (<i>n</i> = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third-generation activity theory framework informed by this work.</p>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":\"109 3\",\"pages\":\"769-795\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2025-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21926\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/sce.21926\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21926","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks
Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods, quasi-experimental comparison study, using a revised third-generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non-RET comparison teachers within the same districts (n = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (n = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third-generation activity theory framework informed by this work.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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