STEM teachers would need to be familiar with the use of technology in the classroom and in fact they appeared to find online teaching very simple and natural. We have an opportunity to get a clearer idea of the challenges that STEM teachers faced as they transitioned from FTF to the online teaching precipitated by the COVID-19 epidemic, how well they were able to respond, and what changes were implemented. A qualitative design, with a case study approach, was used to find out how well they responded and what necessary changes had needed to be implemented. Nine STEM teachers took part in this study and the interview questions used by Sintema were modified and used as the main research tool (2020). Interviews were carried out in three steps. The data were divided into four stages: "#1 preparation time," "#2 early phase," "#3 late phase," and "#4 resumption of face-to-face teaching." In this study all the changes in method and characteristics elicited by online teaching of STEM were compared with those in use before the advent of large-scale online teaching. We uncovered many of the difficulties and concerns experienced by teachers who were under pressure to make the online courses significant in a short period of time. The study also discovered that the challenges that STEM teachers face are quite complex and diverse, and that STEM teachers' online teaching experiences can indeed become an important reference for teachers of other disciplines.
{"title":"Do STEM teachers have the potential to become leaders in online education?","authors":"Hsin-Yi Chiu, Chia-ju Liu","doi":"10.51355/jstem.2023.123","DOIUrl":"https://doi.org/10.51355/jstem.2023.123","url":null,"abstract":"STEM teachers would need to be familiar with the use of technology in the classroom and in fact they appeared to find online teaching very simple and natural. We have an opportunity to get a clearer idea of the challenges that STEM teachers faced as they transitioned from FTF to the online teaching precipitated by the COVID-19 epidemic, how well they were able to respond, and what changes were implemented. A qualitative design, with a case study approach, was used to find out how well they responded and what necessary changes had needed to be implemented. Nine STEM teachers took part in this study and the interview questions used by Sintema were modified and used as the main research tool (2020). Interviews were carried out in three steps. The data were divided into four stages: \"#1 preparation time,\" \"#2 early phase,\" \"#3 late phase,\" and \"#4 resumption of face-to-face teaching.\" In this study all the changes in method and characteristics elicited by online teaching of STEM were compared with those in use before the advent of large-scale online teaching. We uncovered many of the difficulties and concerns experienced by teachers who were under pressure to make the online courses significant in a short period of time. The study also discovered that the challenges that STEM teachers face are quite complex and diverse, and that STEM teachers' online teaching experiences can indeed become an important reference for teachers of other disciplines.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127606977","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}
Clara Meaders, Jaye C. Gardiner, Samantha Wynns, Sankalp Nigam, Jillian Harris
Role model interventions that are tied to place based-learning and classroom curricula may be effective tools for promoting diversity in STEM. To evaluate this premise, we developed a sixth-grade lesson plan that focused on teaching environmental conservation and highlighting diverse women in science. Our curricula used a three-touch educational model consisting of comic-based lesson plans, a local “field trip” to Cabrillo National Monument, trading cards featuring 19 diverse women scientists, and a conservation capstone poster presentation - all aligned to Next Generation Science Standards - to create a meaningful experiential and project-based module. To evaluate the program, we used a mixed-methods, change over time model, including the Draw-a-Scientist test (DAST) to assess if student perceptions of scientists were altered from the curricula. Overall, thirty-three students completed the DAST before and after participation, and we found that science stereotypes held by students decreased after participation in the lesson plan. By using innovative tools such as art and comics for science education/outreach that feature characters representing a diverse array of scientists with intersectional identities, educators can help shift student perceptions on who can be a scientist, potentially increasing diversity in scientific fields.
{"title":"A comic-based conservation lesson plan diversifies middle school student conceptions of scientists","authors":"Clara Meaders, Jaye C. Gardiner, Samantha Wynns, Sankalp Nigam, Jillian Harris","doi":"10.51355/jstem.2023.127","DOIUrl":"https://doi.org/10.51355/jstem.2023.127","url":null,"abstract":"Role model interventions that are tied to place based-learning and classroom curricula may be effective tools for promoting diversity in STEM. To evaluate this premise, we developed a sixth-grade lesson plan that focused on teaching environmental conservation and highlighting diverse women in science. Our curricula used a three-touch educational model consisting of comic-based lesson plans, a local “field trip” to Cabrillo National Monument, trading cards featuring 19 diverse women scientists, and a conservation capstone poster presentation - all aligned to Next Generation Science Standards - to create a meaningful experiential and project-based module. To evaluate the program, we used a mixed-methods, change over time model, including the Draw-a-Scientist test (DAST) to assess if student perceptions of scientists were altered from the curricula. Overall, thirty-three students completed the DAST before and after participation, and we found that science stereotypes held by students decreased after participation in the lesson plan. By using innovative tools such as art and comics for science education/outreach that feature characters representing a diverse array of scientists with intersectional identities, educators can help shift student perceptions on who can be a scientist, potentially increasing diversity in scientific fields. ","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128110720","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}
Shetay Ashford-Hanserd, Omar S. López, Catherine A. Cherrstrom, Brett Lee
For the United States to remain globally competitive, policymakers, researchers, and administrators emphasize the need for a highly skilled and diverse STEM workforce. As such, the US education system must recruit high-quality, diverse, STEM-certified teachers to improve STEM learning outcomes and career pathways for all students, including historically underrepresented minority students. Increased recruitment and retention of minoritized STEM teachers through alternative certification pathways will dissipate the shortage of qualified STEM teachers. The purpose of this quantitative study was to examine trends in STEM teacher certification by race or ethnicity to address minoritized teacher shortages in Texas, the second largest education authority in the US. The study analyzed 67,629 teacher certification records from the Texas Education Agency’s State Board for Educator Certification. Results revealed disparities in Race or Ethnicity among STEM teachers that could dispel the teacher shortage gap if parity were achieved among White, Hispanic, and Black STEM teachers.
{"title":"Pathways to Teacher STEM Certification in Texas: A Case for Addressing the Minority Teacher Shortage","authors":"Shetay Ashford-Hanserd, Omar S. López, Catherine A. Cherrstrom, Brett Lee","doi":"10.51355/jstem.2022.116","DOIUrl":"https://doi.org/10.51355/jstem.2022.116","url":null,"abstract":"For the United States to remain globally competitive, policymakers, researchers, and administrators emphasize the need for a highly skilled and diverse STEM workforce. As such, the US education system must recruit high-quality, diverse, STEM-certified teachers to improve STEM learning outcomes and career pathways for all students, including historically underrepresented minority students. Increased recruitment and retention of minoritized STEM teachers through alternative certification pathways will dissipate the shortage of qualified STEM teachers. The purpose of this quantitative study was to examine trends in STEM teacher certification by race or ethnicity to address minoritized teacher shortages in Texas, the second largest education authority in the US. The study analyzed 67,629 teacher certification records from the Texas Education Agency’s State Board for Educator Certification. Results revealed disparities in Race or Ethnicity among STEM teachers that could dispel the teacher shortage gap if parity were achieved among White, Hispanic, and Black STEM teachers.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128183394","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}
J. Foster, Joanna Gillespie Schneider, Lorraine Franco, Yuling Zhuang, B. Crawford, AnnaMarie Conner
Argumentation is a practice that spans STEM disciplines and is an explicit goal for K12 students in reform-based standards documents. The purpose of this study was to investigate the applicability of Douglas Walton’s theoretical model for describing the types of argument dialogue encountered in elementary classrooms focused on learning concepts in science, mathematics, and computer coding. We examined two elementary teachers’ STEM classrooms to explore the types of argument dialogue that were evident. We found evidence of six types of dialogues: persuasion, negotiation, information-seeking, deliberation, inquiry, and discovery based on Walton’s model. Our findings demonstrate the applicability of Walton’s types of argument dialogue to argumentation in elementary STEM contexts. Even though our work takes place in the United States with teachers of children in grades 3-5 (ages 8-10 years), we believe our approach is applicable to other dialogues found in K12 STEM education. We postulate that students having opportunities to engage in arguments with a diverse range of goals (e.g., to prove a hypothesis, to persuade, or to exchange information) is important for their development in learning how to argue in STEM.
{"title":"Categorizing Classroom-based Argumentation in Elementary STEM Lessons: Applying Walton’s Types of Argument Dialogue","authors":"J. Foster, Joanna Gillespie Schneider, Lorraine Franco, Yuling Zhuang, B. Crawford, AnnaMarie Conner","doi":"10.51355/jstem.2022.125","DOIUrl":"https://doi.org/10.51355/jstem.2022.125","url":null,"abstract":"Argumentation is a practice that spans STEM disciplines and is an explicit goal for K12 students in reform-based standards documents. The purpose of this study was to investigate the applicability of Douglas Walton’s theoretical model for describing the types of argument dialogue encountered in elementary classrooms focused on learning concepts in science, mathematics, and computer coding. We examined two elementary teachers’ STEM classrooms to explore the types of argument dialogue that were evident. We found evidence of six types of dialogues: persuasion, negotiation, information-seeking, deliberation, inquiry, and discovery based on Walton’s model. Our findings demonstrate the applicability of Walton’s types of argument dialogue to argumentation in elementary STEM contexts. Even though our work takes place in the United States with teachers of children in grades 3-5 (ages 8-10 years), we believe our approach is applicable to other dialogues found in K12 STEM education. We postulate that students having opportunities to engage in arguments with a diverse range of goals (e.g., to prove a hypothesis, to persuade, or to exchange information) is important for their development in learning how to argue in STEM.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132259391","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}
Secondary (grades 6th-12th), mathematics and science teachers participated in a two-year inquiry-based professional development (PD) program focused on inquiry-based instruction. This study draws from surveys and classroom observations to assess potential changes in teacher beliefs (Teaching Philosophy, Openness to Change, Job Satisfaction, Professional Commitment, and Inquiry) and instructional practices using the electronic quality of inquiry protocol (EQUIP). Results of a one-way repeated-measures ANOVA found significant increases in participating teachers’ Teaching Philosophy, Openness to Change, Confidence toward Inquiry, and Intentions toward Inquiry. Findings also indicate significant changes in teachers’ instructional practice with teachers participating in the PD implementing higher levels of inquiry instruction in their classroom. Finally, a two-way repeated-measures ANOVA found statistically significant differences in participating teachers’ Teaching Philosophy, Openness to Change, Confidence toward Inquiry, and Intentions toward Inquiry when evaluated with a comparison group of teachers. Overall, results indicate changes in teachers’ beliefs and use of inquiry in their classroom due to their participation in the PD.
{"title":"Effectiveness of an Inquiry Focused Professional Development: Secondary Mathematics and Science Teachers’ Beliefs and Instruction","authors":"Jennifer D. Cribbs, Lisa C. Duffin, Martha Day","doi":"10.51355/jstem.2022.110","DOIUrl":"https://doi.org/10.51355/jstem.2022.110","url":null,"abstract":"Secondary (grades 6th-12th), mathematics and science teachers participated in a two-year inquiry-based professional development (PD) program focused on inquiry-based instruction. This study draws from surveys and classroom observations to assess potential changes in teacher beliefs (Teaching Philosophy, Openness to Change, Job Satisfaction, Professional Commitment, and Inquiry) and instructional practices using the electronic quality of inquiry protocol (EQUIP). Results of a one-way repeated-measures ANOVA found significant increases in participating teachers’ Teaching Philosophy, Openness to Change, Confidence toward Inquiry, and Intentions toward Inquiry. Findings also indicate significant changes in teachers’ instructional practice with teachers participating in the PD implementing higher levels of inquiry instruction in their classroom. Finally, a two-way repeated-measures ANOVA found statistically significant differences in participating teachers’ Teaching Philosophy, Openness to Change, Confidence toward Inquiry, and Intentions toward Inquiry when evaluated with a comparison group of teachers. Overall, results indicate changes in teachers’ beliefs and use of inquiry in their classroom due to their participation in the PD.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125069707","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}
D. Spaulding, J. A. Kennedy, Amanda Rózsavölgyi, Wilfredo Colón
Peer mentoring is often used as a method to help retain first year STEM students. This study addressed the following research question: Can we predict in the first semester which first- year STEM students will return as sophomores and which ones will not? And if so, what factors were the best predictors of STEM students returning? An Exploratory Factor Analysis (EFA) was first employed and identified four factors: Academic Skills, Satisfaction with Mentors, Institutional Fit, and Academic Relationships). Next a binary regression was performed, and results showed that in the first semester of study student satisfaction with the university (i.e., Institutional Fit) was the most significant and greatest contributor for predicting students returning their sophomore year, followed by forming Academic Relationships; all of which was the result of participating in the mentoring program. Gender and race were not significant predictors for retention; however, further examination of the study’s effect size found the effect size to be .4, low moderate, meaning the study’s results are somewhat important. It is recommended the study be replicated with a smaller sample.
{"title":"First Year STEM Students’ Satisfaction with Peer Mentoring: A Predictor for Student Retention","authors":"D. Spaulding, J. A. Kennedy, Amanda Rózsavölgyi, Wilfredo Colón","doi":"10.51355/jstem.2022.104","DOIUrl":"https://doi.org/10.51355/jstem.2022.104","url":null,"abstract":"Peer mentoring is often used as a method to help retain first year STEM students. This study addressed the following research question: Can we predict in the first semester which first- year STEM students will return as sophomores and which ones will not? And if so, what factors were the best predictors of STEM students returning? An Exploratory Factor Analysis (EFA) was first employed and identified four factors: Academic Skills, Satisfaction with Mentors, Institutional Fit, and Academic Relationships). Next a binary regression was performed, and results showed that in the first semester of study student satisfaction with the university (i.e., Institutional Fit) was the most significant and greatest contributor for predicting students returning their sophomore year, followed by forming Academic Relationships; all of which was the result of participating in the mentoring program. Gender and race were not significant predictors for retention; however, further examination of the study’s effect size found the effect size to be .4, low moderate, meaning the study’s results are somewhat important. It is recommended the study be replicated with a smaller sample.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126498396","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}
The study’s purpose was to determine the effectiveness of a science, technology, engineering, and math (STEM) program in an urban, Ohio middle school. The definition of integrated STEM education along with curriculum, standards, and implementation models are described. Participants in this longitudinal, quantitative study were all students enrolled in grades 7-8 beginning in 2012-2013 and continuing for seven years. Per grade level for any given year, there were 25-28 participants receiving the treatment by voluntary enrollment in an integrated STEM education program (containing STEM curriculum and applying pedagogies of project-based learning) and 350-425 control participants receiving general education (defined as traditional and lacking both project-based learning and STEM curriculum). We sought to determine if participation in an integrated STEM education program had an impact on student achievement (measured by Ohio State Test scores) and, if any, interaction effects due to gender, socioeconomic status, student race, and attendance rate were present. The use of hierarchical linear modeling (HLM) determined integrated STEM education had a significant, positive effect on achievement combining math and science (participants scoring 31.8 points higher on average) and in science only (participants scoring 38.2 points higher on average) compared to control participants, respectively. No interaction effects were found. These findings pose strong implications for educational leaders in making teacher training and curriculum decisions with the aim of increasing student achievement.
{"title":"The Impact of STEM Integration on Student Achievement Using HLM: A Case Study","authors":"Danielle R. Chine, K. Larwin","doi":"10.51355/jstem.2022.108","DOIUrl":"https://doi.org/10.51355/jstem.2022.108","url":null,"abstract":"The study’s purpose was to determine the effectiveness of a science, technology, engineering, and math (STEM) program in an urban, Ohio middle school. The definition of integrated STEM education along with curriculum, standards, and implementation models are described. Participants in this longitudinal, quantitative study were all students enrolled in grades 7-8 beginning in 2012-2013 and continuing for seven years. Per grade level for any given year, there were 25-28 participants receiving the treatment by voluntary enrollment in an integrated STEM education program (containing STEM curriculum and applying pedagogies of project-based learning) and 350-425 control participants receiving general education (defined as traditional and lacking both project-based learning and STEM curriculum). We sought to determine if participation in an integrated STEM education program had an impact on student achievement (measured by Ohio State Test scores) and, if any, interaction effects due to gender, socioeconomic status, student race, and attendance rate were present. The use of hierarchical linear modeling (HLM) determined integrated STEM education had a significant, positive effect on achievement combining math and science (participants scoring 31.8 points higher on average) and in science only (participants scoring 38.2 points higher on average) compared to control participants, respectively. No interaction effects were found. These findings pose strong implications for educational leaders in making teacher training and curriculum decisions with the aim of increasing student achievement.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"72 4 Pt 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116395334","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}
This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.
{"title":"Examining Science Achievement in Chile: A Multilevel Model Approach","authors":"Noelia Pacheco Diaz, Louis M. Rocconi","doi":"10.51355/jstem.2021.100","DOIUrl":"https://doi.org/10.51355/jstem.2021.100","url":null,"abstract":"This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133131493","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}
Recent science education reform documents in the United States have called for teachers to teach content related to engineering and science and to do so by engaging students in disciplinary practices. One important practice of engineering is improving from failure. Thus, students should experience productive failure as part of engineering design activities. However, engineering is a new subject for most elementary teachers. Historically failure has had negative connotations in elementary and precollege classrooms. To scaffold students through failure as they learn from and improve engineering designs, teachers will need to understand failure and pedagogical strategies for managing it. This study uses discourse analysis of video from eight elementary classes engaged in engineering to examine the nature of failure in engineering design projects. It also investigates how the collective actions of students and teachers support or constrain the process of improvement from engineering design failure. From these data, we propose a model of improvement through failure. This includes a classification of types and causes failure as well as facilitating conditions that must be present for improvement. We explore three features of engineering and three features of classroom cultures that contribute to learning to engage in productive failure.
{"title":"Failure and Improvement in Elementary Engineering","authors":"Matthew L. Johnson, G. J. Kelly, C. Cunningham","doi":"10.51355/jstem.2021.101","DOIUrl":"https://doi.org/10.51355/jstem.2021.101","url":null,"abstract":"Recent science education reform documents in the United States have called for teachers to teach content related to engineering and science and to do so by engaging students in disciplinary practices. One important practice of engineering is improving from failure. Thus, students should experience productive failure as part of engineering design activities. However, engineering is a new subject for most elementary teachers. Historically failure has had negative connotations in elementary and precollege classrooms. To scaffold students through failure as they learn from and improve engineering designs, teachers will need to understand failure and pedagogical strategies for managing it. This study uses discourse analysis of video from eight elementary classes engaged in engineering to examine the nature of failure in engineering design projects. It also investigates how the collective actions of students and teachers support or constrain the process of improvement from engineering design failure. From these data, we propose a model of improvement through failure. This includes a classification of types and causes failure as well as facilitating conditions that must be present for improvement. We explore three features of engineering and three features of classroom cultures that contribute to learning to engage in productive failure.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121331918","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}
This article highlights a customized mentoring program that successfully supported underrepresented students in science, technology, engineering, and mathematics (STEM) disciplines at a university in the northeastern part of the United States (U.S.). Because of the national and regional needs to augment underrepresented, minority, first-generation, and low-income STEM college students, this study investigated efforts to expand the number and retain such population in higher education STEM programs through a customized mentoring program based on a National Science Foundation (NSF) grant. In particular, we evaluated the necessity of strong and broad-based mentoring characteristics using assessment tools and surveys. The study was conducted with 34 participants in STEM fields. The participants’ motivation mean scores in STEM was measured at three different points in time (pre-, mid-, and end-year) and compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Results obtained indicated significant improvement in mentoring characteristics such as goal orientation, resource management, and academic performance with mean scores ranging from 4.99 to 5.21. Although additional findings from the repeated measures ANOVA showed no statistically significant differences, however, the marginal mean scores suggest the customized mentoring program had some positive effect and the mentoring practices supported underrepresented groups toward successful navigation of STEM disciplines. We discuss the study limitations, implications, and future research directions.
{"title":"A Quantitative Analysis of a Customized Peer Mentoring Program with STEM Underrepresented Students","authors":"Reuben S. Asempapa, A. Morales, S. Agili","doi":"10.51355/jstem.2021.94","DOIUrl":"https://doi.org/10.51355/jstem.2021.94","url":null,"abstract":"This article highlights a customized mentoring program that successfully supported underrepresented students in science, technology, engineering, and mathematics (STEM) disciplines at a university in the northeastern part of the United States (U.S.). Because of the national and regional needs to augment underrepresented, minority, first-generation, and low-income STEM college students, this study investigated efforts to expand the number and retain such population in higher education STEM programs through a customized mentoring program based on a National Science Foundation (NSF) grant. In particular, we evaluated the necessity of strong and broad-based mentoring characteristics using assessment tools and surveys. The study was conducted with 34 participants in STEM fields. The participants’ motivation mean scores in STEM was measured at three different points in time (pre-, mid-, and end-year) and compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Results obtained indicated significant improvement in mentoring characteristics such as goal orientation, resource management, and academic performance with mean scores ranging from 4.99 to 5.21. Although additional findings from the repeated measures ANOVA showed no statistically significant differences, however, the marginal mean scores suggest the customized mentoring program had some positive effect and the mentoring practices supported underrepresented groups toward successful navigation of STEM disciplines. We discuss the study limitations, implications, and future research directions.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129557681","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：