首页 > 最新文献

International Journal of Stem Education最新文献

英文 中文
Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers 利用协作式自述调查工程教育研究新手的指导关系
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-23 DOI: 10.1186/s40594-024-00473-8
Julie P. Martin, Deepthi E. Suresh, Paul A. Jensen
The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.
美国国家科学基金会的 "工程教育研究启动"(RIEF)项目旨在通过资助工程技术人员,让他们在经验丰富的社会科学研究人员的指导下学习开展工程教育研究,从而提高该领域的研究能力。我们采用合作式自述法研究了经验丰富的工程教育研究人员朱莉和两位具有生物医学工程背景的教育研究新手--生物医学工程系教师兼主要教授保罗与第二位新手研究生 Deepthi 之间的三方 RIEF 指导关系。我们的工作以认知学徒模式和艾比及其同事的指导模式为基础。通过书面反思和访谈数据,我们探讨了工具性支持和社会心理支持在指导关系中的作用。特别是,我们注意到认知学徒制的要素,如脚手架和工具性支持的逐渐减弱,是如何帮助保罗和 Deepthi 学习与他们的生物医学工程研究专长大相径庭的定性研究技能的。我们最初将我们的三方关系概念化为:朱莉指导保罗,保罗随后指导 Deepthi。最终,我们意识到这种模式是不现实的,因为保罗还不具备指导另一位新手的社会科学研究专业知识。因此,我们改变了模式,由朱莉直接指导保罗和 Deepthi。虽然我们的指导关系总体上非常积极,但也有很多沟通不畅和误解的时候。我们借鉴了 Lent 和 Lopez 提出的 "关系推断自我效能"(relationship-inferred self-efficacy)概念,来解释其中一些错失的沟通和理解机会。本文通过研究指导作为一种支持受过技术培训的研究人员学习开展工程教育研究的机制,为工程教育能力建设方面的文献做出了贡献。我们最初的指导模式没有考虑到被指导者从技术工程到社会科学研究的范式转变是多么具有挑战性,也没有考虑到这将如何影响保罗指导 Deepthi 的能力。我们的经验对提高研究能力具有重要意义,因为它们提出了一些实际和概念性问题,供经验丰富的工程教育研究人员和新手在建立指导关系时考虑。
{"title":"Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers","authors":"Julie P. Martin, Deepthi E. Suresh, Paul A. Jensen","doi":"10.1186/s40594-024-00473-8","DOIUrl":"https://doi.org/10.1186/s40594-024-00473-8","url":null,"abstract":"The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities 系统优势与六所研究型大学学生早期 STEM 课程的成绩有重要关系
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-23 DOI: 10.1186/s40594-024-00474-7
Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz
Large introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions. We examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students’ first post-secondary STEM experiences. STEM course grades are typically lower than those in other disciplines; students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we must reckon with how pervasive structural barriers in STEM courses negatively shape the experiences of marginalized students.
大型入门讲座课程往往是中学后学生与科学、技术、工程和数学(STEM)学科的第一次正式互动。这些课程的成绩往往因学生群体的不同而存在差异,进而影响到学生的保留率。本研究将这种差异定位为性别、种族/民族、收入和第一代身份等方面的系统性不平等的一种表现形式,并调查了这些差异在同行院校中的相似程度。我们考察了美国六所大型公立研究密集型大学在过去十年间所选的一组早期 STEM 课程的成绩结果。在这个包含 20 多万名 STEM 课程注册学生的样本中,我们发现,在所有六所院校中,课程的成绩收益随着学生所拥有的系统优势的数量而显著增加。尽管我们没有控制评分方法、背景以及教师和学生群体的差异,但观察到的学术成果与优势的趋势在各所大学之间惊人地相似。鉴于这些课程通常是学生在中学后的第一次 STEM 体验,这些发现令人担忧。STEM 课程的成绩通常低于其他学科的成绩;选修这些课程的学生往往会受到成绩惩罚。在所有六所院校中,一些学生群体的系统优势与这些成绩惩罚的显著减少相关。这些研究结果在不同院校和不同课程之间的一致性支持了这样一种说法,即 STEM 教育中的不公平是一个系统性问题,其驱动因素超出了具体课程或个别院校的范围。我们的工作为探索不公平现象加剧或减少的背景提供了基础,并可用于倡导 STEM 教育中的结构性变革。为了营造更加公平的学习环境,我们必须正视 STEM 课程中普遍存在的结构性障碍是如何对边缘化学生的经历产生负面影响的。
{"title":"Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities","authors":"Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz","doi":"10.1186/s40594-024-00474-7","DOIUrl":"https://doi.org/10.1186/s40594-024-00474-7","url":null,"abstract":"Large introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions. We examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students’ first post-secondary STEM experiences. STEM course grades are typically lower than those in other disciplines; students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we must reckon with how pervasive structural barriers in STEM courses negatively shape the experiences of marginalized students.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions 学生对 A-Level、本科和研究生阶段 "STEM 归属 "概念的看法:对学生描述中的性别和种族的考察
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-16 DOI: 10.1186/s40594-024-00472-9
Gulsah Dost
Women and ethnic minorities have historically been underrepresented in some STEM fields. It is therefore important to understand the factors influencing students’ persistence in STEM fields, and what STEM belonging means from the voices of socio-demographically diverse students, in order to ensure equity among students in STEM fields and to increase their belonging to this field, which has not been clearly defined in the literature, and there is a lack of agreement about the definition of belonging itself. For this purpose, the perspectives of students in England are brought together in this study in an attempt to better understand the concept of STEM belonging within a broader context of integration. The inductive thematic analysis with the voices of socio-demographically diverse 313 A-level, undergraduate and postgraduate Mathematics, Physics, and Chemistry students showed that compared to male students, it was mostly female, non-binary, non-White, and first-generation students who defined STEM belonging as ‘Feeling safe and comfortable in the STEM community and settings’. This theme was defined by the participants as the group/community/learning environment in which the individual belongs, the interaction with the people in the field, and the comfort that this participation/interaction creates. Students stressed the importance of creating a supportive and welcoming STEM environment so that individuals can feel at home, as well as a safe and comfortable STEM environment for people of all identities, genders, ethnicities, and backgrounds. Based on the participants’ responses, this study also conceptualised the concept of STEM belonging as having four phases: the ‘adaptation phase’, the ‘integration phase’, the ‘continuum phase’, and the ‘transition phase’. These four phases which comprise the STEM belonging concept are consecutive and interconnected. The study concluded that all human beings are connected in a relational way (either strong or weak) and that the concept of STEM belonging develops as a result of interactions with ‘self’ and ‘others’ who have a shared passion and an interest in STEM fields. Although individuals have intrinsic motivation and individual prompts in STEM fields (i.e. resilience, beliefs in their capacity/ability and curiosity, etc.), social determinants (i.e. receiving adequate support from members of the STEM community, social capital and social cohesion, etc.) also play a significant role in influencing individual’s sense of STEM belonging.
女性和少数族裔在某些 STEM 领域的代表性历来不足。因此,有必要了解影响学生在 STEM 领域坚持学习的因素,并从不同社会人口背景的学生口中了解 STEM 归属感的含义,以确保学生在 STEM 领域的公平性,提高他们对该领域的归属感。为此,本研究汇集了英国学生的观点,试图在更广泛的融合背景下更好地理解 STEM 归属感的概念。通过对 313 名来自不同社会人口背景的数学、物理和化学 A-Level、本科生和研究生的声音进行归纳式主题分析,结果表明,与男生相比,大多数女性、非二元性别、非白人和第一代学生将 STEM 归属感定义为 "在 STEM 社区和环境中感到安全和舒适"。参与者将这一主题定义为个人所属的团体/社区/学习环境、与该领域人员的互动以及这种参与/互动所产生的舒适感。学生们强调了创建一个支持性和欢迎性的 STEM 环境的重要性,这样才能让个人有宾至如归的感觉,并为各种身份、性别、种族和背景的人创造一个安全舒适的 STEM 环境。根据参与者的回答,本研究还将 STEM 归属感的概念划分为四个阶段:"适应阶段"、"融入阶段"、"连续阶段 "和 "过渡阶段"。构成 STEM 归属概念的这四个阶段是连续的、相互关联的。研究得出的结论是,人与人之间的联系(或强或弱),STEM 归属感的概念是在与 "自己 "和 "他人 "的互动中形成的,而 "自己 "和 "他人 "对 STEM 领域有着共同的热情和兴趣。尽管个人在科学、技术、工程和数学领域有内在动力和个人动机(即复原力、对自己的能力/才干和好奇心的信念等),但社会决定因素(即从科学、技术、工程和数学社区成员那里获得足够的支持、社会资本和社会凝聚力等)也在影响个人的科学、技术、工程和数学归属感方面发挥着重要作用。
{"title":"Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions","authors":"Gulsah Dost","doi":"10.1186/s40594-024-00472-9","DOIUrl":"https://doi.org/10.1186/s40594-024-00472-9","url":null,"abstract":"Women and ethnic minorities have historically been underrepresented in some STEM fields. It is therefore important to understand the factors influencing students’ persistence in STEM fields, and what STEM belonging means from the voices of socio-demographically diverse students, in order to ensure equity among students in STEM fields and to increase their belonging to this field, which has not been clearly defined in the literature, and there is a lack of agreement about the definition of belonging itself. For this purpose, the perspectives of students in England are brought together in this study in an attempt to better understand the concept of STEM belonging within a broader context of integration. The inductive thematic analysis with the voices of socio-demographically diverse 313 A-level, undergraduate and postgraduate Mathematics, Physics, and Chemistry students showed that compared to male students, it was mostly female, non-binary, non-White, and first-generation students who defined STEM belonging as ‘Feeling safe and comfortable in the STEM community and settings’. This theme was defined by the participants as the group/community/learning environment in which the individual belongs, the interaction with the people in the field, and the comfort that this participation/interaction creates. Students stressed the importance of creating a supportive and welcoming STEM environment so that individuals can feel at home, as well as a safe and comfortable STEM environment for people of all identities, genders, ethnicities, and backgrounds. Based on the participants’ responses, this study also conceptualised the concept of STEM belonging as having four phases: the ‘adaptation phase’, the ‘integration phase’, the ‘continuum phase’, and the ‘transition phase’. These four phases which comprise the STEM belonging concept are consecutive and interconnected. The study concluded that all human beings are connected in a relational way (either strong or weak) and that the concept of STEM belonging develops as a result of interactions with ‘self’ and ‘others’ who have a shared passion and an interest in STEM fields. Although individuals have intrinsic motivation and individual prompts in STEM fields (i.e. resilience, beliefs in their capacity/ability and curiosity, etc.), social determinants (i.e. receiving adequate support from members of the STEM community, social capital and social cohesion, etc.) also play a significant role in influencing individual’s sense of STEM belonging.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139764105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Strategies and difficulties during students’ construction of data visualizations 学生构建数据可视化过程中的策略和困难
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-14 DOI: 10.1186/s40594-024-00463-w
Hsin-Yi Chang, Yen-Jung Chang, Meng-Jung Tsai
Data visualizations transform data into visual representations such as graphs, diagrams, charts and so forth, and enable inquiries and decision-making in many professional fields, as well as in public and economic areas. How students’ data visualization literacy (DVL), including constructing, comprehending, and utilizing adequate data visualizations, can be developed is gaining increasing attention in STEM education. As fundamental steps, the purpose of this study was to understand common student difficulties and useful strategies during the process of constructing data visualization so that suggestions and principles can be made for the design of curricula and interventions to develop students’ DVL. This study engaged 57 college and high school students in constructing data visualizations relating to the topic of air quality for a decision-making task. The students’ difficulties and strategies demonstrated during the process of data visualization were analyzed using multiple collected data sources including the students’ think-aloud transcripts, retrospective interview transcripts, and process videos that captured their actions with the data visualization tool. Qualitative coding was conducted to identify the students’ difficulties and strategies. Epistemic network analysis (ENA) was employed to generate network models revealing how the difficulties and strategies co-occurred, and how the college and high school students differed. Six types of student difficulties and seven types of strategies were identified. The strategies were further categorized into non-, basic- and high-level metavisual strategies. About three-quarters of the participants employed basic or high-level metavisual strategies to overcome the technological and content difficulties. The high school students demonstrated a greater need to develop content knowledge and representation skills, whereas the college students needed more support to know how to simplify data to construct the best data visualizations. The study specified metacognition needed for data visualization, which builds on and extends the cognitive model of drawing construction (CMDC) and theoretical perspectives of metavisualization. The results have implications for developing students’ data visualization literacy in STEM education by considering the difficulties and trajectories of metacognitive strategy development, and by addressing the different patterns and needs demonstrated by the college and high school students.
数据可视化将数据转化为图形、图表、图解等可视化表现形式,为许多专业领域以及公共和经济领域的查询和决策提供了便利。如何培养学生的数据可视化素养(DVL),包括构建、理解和利用适当的数据可视化,在科学、技术和工程教育领域日益受到关注。作为基本步骤,本研究旨在了解学生在构建数据可视化过程中常见的困难和有用的策略,从而为课程设计和干预措施提出建议和原则,以培养学生的数据可视化素养。本研究让 57 名大学生和高中生参与构建与空气质量主题相关的数据可视化,以完成一项决策任务。研究使用多种收集到的数据源,包括学生的思考-朗读记录、回顾性访谈记录以及捕捉学生使用数据可视化工具过程的视频,对学生在数据可视化过程中遇到的困难和表现出的策略进行了分析。我们进行了定性编码,以确定学生的困难和策略。认识网络分析(ENA)被用来生成网络模型,揭示困难和策略是如何共同出现的,以及大学生和高中生的不同之处。研究确定了六类学生困难和七种策略。这些策略又分为非元语言策略、基本元语言策略和高级元语言策略。大约四分之三的参与者采用了基本或高级元视觉策略来克服技术和内容方面的困难。高中生更需要发展内容知识和表达技能,而大学生则需要更多支持,以了解如何简化数据,构建最佳的数据可视化。该研究明确了数据可视化所需的元认知,它建立在绘画构建认知模型(CMDC)和元可视化理论视角的基础上,并对其进行了扩展。通过考虑元认知策略发展的困难和轨迹,并针对大学生和高中生表现出的不同模式和需求,研究结果对在 STEM 教育中培养学生的数据可视化素养具有启示意义。
{"title":"Strategies and difficulties during students’ construction of data visualizations","authors":"Hsin-Yi Chang, Yen-Jung Chang, Meng-Jung Tsai","doi":"10.1186/s40594-024-00463-w","DOIUrl":"https://doi.org/10.1186/s40594-024-00463-w","url":null,"abstract":"Data visualizations transform data into visual representations such as graphs, diagrams, charts and so forth, and enable inquiries and decision-making in many professional fields, as well as in public and economic areas. How students’ data visualization literacy (DVL), including constructing, comprehending, and utilizing adequate data visualizations, can be developed is gaining increasing attention in STEM education. As fundamental steps, the purpose of this study was to understand common student difficulties and useful strategies during the process of constructing data visualization so that suggestions and principles can be made for the design of curricula and interventions to develop students’ DVL. This study engaged 57 college and high school students in constructing data visualizations relating to the topic of air quality for a decision-making task. The students’ difficulties and strategies demonstrated during the process of data visualization were analyzed using multiple collected data sources including the students’ think-aloud transcripts, retrospective interview transcripts, and process videos that captured their actions with the data visualization tool. Qualitative coding was conducted to identify the students’ difficulties and strategies. Epistemic network analysis (ENA) was employed to generate network models revealing how the difficulties and strategies co-occurred, and how the college and high school students differed. Six types of student difficulties and seven types of strategies were identified. The strategies were further categorized into non-, basic- and high-level metavisual strategies. About three-quarters of the participants employed basic or high-level metavisual strategies to overcome the technological and content difficulties. The high school students demonstrated a greater need to develop content knowledge and representation skills, whereas the college students needed more support to know how to simplify data to construct the best data visualizations. The study specified metacognition needed for data visualization, which builds on and extends the cognitive model of drawing construction (CMDC) and theoretical perspectives of metavisualization. The results have implications for developing students’ data visualization literacy in STEM education by considering the difficulties and trajectories of metacognitive strategy development, and by addressing the different patterns and needs demonstrated by the college and high school students.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139764095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation 在科学、技术、工程和数学入门课程中大量使用主动学习的院系的特点:对院系转型的影响
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-12 DOI: 10.1186/s40594-024-00470-x
Alexandra C. Lau, Charles Henderson, Marilyne Stains, Melissa Dancy, Christian Merino, Naneh Apkarian, Jeffrey R. Raker, Estrella Johnson
It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported using high levels of active learning in their introductory chemistry, mathematics, or physics courses. We conducted interviews with 27 instructors in these 16 departments to better understand the characteristics of such departments. Using grounded theory methodology, we developed a model that highlights relevant characteristics of departments with high use of active learning instruction in their introductory courses. According to this model, there are four main, interconnected characteristics of such departments: motivated people, knowledge about active learning, opportunities, and cultures and structures that support active learning. These departments have one or more people who are motivated to promote the use of active learning. These motivated people have knowledge about active learning as well as access to opportunities to promote the use of active learning. Finally, these departments have cultures and structures that support the use of active learning. In these departments, there is a positive feedback loop that works iteratively over time, where motivated people shape cultures/structures and these cultures/structures in turn increase the number and level of commitment of the motivated people. A second positive feedback loop was found between the positive outcome of using active learning instruction and the strengthening of cultures/structures supportive of active learning. According to the model, there are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components of the model are important. A weak or missing component may limit the desired outcome. The second is that desired outcomes are obtained and strengthened over time through two positive feedback loops. Thus, there is a temporal aspect to change. In all of the departments that were part of our study, the changes took at minimum several years to enact. While our model was developed using only high-use of active learning departments and future work is needed to develop the model into a full change theory, our results do suggest that change efforts may be made more effective by increasing the robustness of the four components and the connections between them.
在科学、技术、工程和数学入门课程中开展主动学习教学可为学生带来许多预期成果,这一点已在文献中得到充分证实。然而,在许多科学、技术、工程和数学系中,定期使用高质量的主动学习并不是常态。根据一项全国性调查的结果,我们确定了 16 个系,在这些系中,有多名教师表示在他们的化学、数学或物理入门课程中使用了高水平的主动学习。我们对这 16 个系的 27 名教师进行了访谈,以更好地了解这些系的特点。利用基础理论方法,我们建立了一个模型,强调了在入门课程中大量使用主动学习教学的院系的相关特征。根据这个模型,这些系有四个相互关联的主要特点:积极主动的人、主动学习的知识、机会以及支持主动学习的文化和结构。这些系有一个或多个积极推动使用主动学习的人。这些有积极性的人了解主动学习的知识,也有机会促进主动学习的使用。最后,这些系有支持使用主动学习的文化和结构。在这些部门中,存在着一个随着时间推移而反复起作用的正反馈循环,即积极主动的人塑造文化/结构,而这些文化/结构反过来又增加了积极主动的人的数量和投入程度。在使用主动学习教学的积极成果与加强支持主动学习的文化/结构之间,还发现了第二个正反馈循环。根据该模型,对于有意推广使用主动学习的人来说,有两个主要的启示。第一,该模式的所有四个组成部分都很重要。一个薄弱或缺失的部分可能会限制预期结果的实现。其次,预期结果是通过两个正反馈循环逐步获得和加强的。因此,变革是有时间性的。在我们研究的所有部门中,变革至少需要数年时间才能实施。虽然我们的模型只是通过使用率高的主动学习部门开发出来的,今后还需要开展工作,将模型发展成完整的变革理论,但我们的研究结果确实表明,通过提高四个组成部分及其之间联系的稳健性,变革工作可能会更加有效。
{"title":"Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation","authors":"Alexandra C. Lau, Charles Henderson, Marilyne Stains, Melissa Dancy, Christian Merino, Naneh Apkarian, Jeffrey R. Raker, Estrella Johnson","doi":"10.1186/s40594-024-00470-x","DOIUrl":"https://doi.org/10.1186/s40594-024-00470-x","url":null,"abstract":"It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported using high levels of active learning in their introductory chemistry, mathematics, or physics courses. We conducted interviews with 27 instructors in these 16 departments to better understand the characteristics of such departments. Using grounded theory methodology, we developed a model that highlights relevant characteristics of departments with high use of active learning instruction in their introductory courses. According to this model, there are four main, interconnected characteristics of such departments: motivated people, knowledge about active learning, opportunities, and cultures and structures that support active learning. These departments have one or more people who are motivated to promote the use of active learning. These motivated people have knowledge about active learning as well as access to opportunities to promote the use of active learning. Finally, these departments have cultures and structures that support the use of active learning. In these departments, there is a positive feedback loop that works iteratively over time, where motivated people shape cultures/structures and these cultures/structures in turn increase the number and level of commitment of the motivated people. A second positive feedback loop was found between the positive outcome of using active learning instruction and the strengthening of cultures/structures supportive of active learning. According to the model, there are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components of the model are important. A weak or missing component may limit the desired outcome. The second is that desired outcomes are obtained and strengthened over time through two positive feedback loops. Thus, there is a temporal aspect to change. In all of the departments that were part of our study, the changes took at minimum several years to enact. While our model was developed using only high-use of active learning departments and future work is needed to develop the model into a full change theory, our results do suggest that change efforts may be made more effective by increasing the robustness of the four components and the connections between them.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139764179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty? 对九门 STEM 入门课程中间隔检索练习效果的单篇论文荟萃分析:杯子是半满还是半空?
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-07 DOI: 10.1186/s40594-024-00468-5
Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, J. Immekus, R. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, Thomas L. Starr
{"title":"Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?","authors":"Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, J. Immekus, R. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, Thomas L. Starr","doi":"10.1186/s40594-024-00468-5","DOIUrl":"https://doi.org/10.1186/s40594-024-00468-5","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty? 对九门 STEM 入门课程中间隔检索练习效果的单篇论文荟萃分析:杯子是半满还是半空?
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-07 DOI: 10.1186/s40594-024-00468-5
Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, J. Immekus, R. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, Thomas L. Starr
{"title":"Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?","authors":"Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, J. Immekus, R. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, Thomas L. Starr","doi":"10.1186/s40594-024-00468-5","DOIUrl":"https://doi.org/10.1186/s40594-024-00468-5","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity 一年级本科生工程设计课程的效果:对学生自我效能感和专业技能影响的调查研究,重点关注性别和种族问题
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-01 DOI: 10.1186/s40594-024-00467-6
Jessica Sperling, Menna Mburi, Megan Gray, Lorrie Schmid, Ann Saterbak
Students’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering. Analyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students. This study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.
学生的学术自我效能感能最大限度地提高成功和保留学籍的可能性,然而,先前的研究表明,在高等教育和大学工程学中,历史上代表人数不足(少数族裔)的本科生表现出较低的自我效能感,这与系统性排斥的历史有关。为了解决学生成功方面的这些差距,本研究考察了新的一年级本科生工程设计课程对学生自我效能感的影响,这种效能感是通过学生对自己实现工程设计目标的能力的评估,以及他们对团队合作、沟通和领导力等专业技能的信心来衡量的。本研究借鉴了两项统一的调查研究,分别考察了(a)参加该课程的学生在学期内的自我效能感发展情况,以及(b)参加该课程的学生和未参加该课程的学生在课程结束后一年内的自我效能感发展情况。我们考虑了所有学生的调查结果,并关注了传统上在工程学领域代表性不足的特定人口亚群。分析表明,该课程在学期内对自我效能感以及沟通和团队合作等其他考察指标产生了影响,并在课程结束后的一年内对工程设计自我效能感和修补自我效能感产生了持续影响。研究结果还揭示了特定种族/民族和性别/性 别小群体在许多方面的差异,包括对女生的特定影响。本研究关注工程设计教育对自我效能感和其他关键专业成果的影响,以及对特定人口亚群的关注,为工程教育研究和使用基于项目的学习方法的以设计为重点的课程效果增添了新的内容。研究表明,早在大学的第一年,这类课程在促进学生成长和提高学生在该领域的代表性方面就发挥了更大的潜在作用。关于性别/性 别和种族/民族群体差异的研究结果,包括对女生的积极影响更为明显,但对代表 性不足的种族/民族群体的影响则更为复杂,这些结果支持对这些群体内部和跨群体 的经验和成果进行更多的研究。
{"title":"Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity","authors":"Jessica Sperling, Menna Mburi, Megan Gray, Lorrie Schmid, Ann Saterbak","doi":"10.1186/s40594-024-00467-6","DOIUrl":"https://doi.org/10.1186/s40594-024-00467-6","url":null,"abstract":"Students’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering. Analyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students. This study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139658582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effects of educational robotics in STEM education: a multilevel meta-analysis 教育机器人在 STEM 教育中的效果:多层次荟萃分析
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-01 DOI: 10.1186/s40594-024-00469-4
Fan Ouyang, Weiqi Xu
Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.
教育机器人作为新兴技术,已被广泛应用于 STEM 教育领域,以提高教学和学习质量。虽然以往的研究已经强调了教育机器人技术在 STEM 教育中的应用潜力,但目前还缺乏实证研究来调查和了解教育机器人技术在 STEM 教育中应用的总体效果以及影响效果的关键因素。为了填补这一空白,本研究基于 2010 年至 2022 年间发表的 21 项研究中的 30 个效应大小,进行了多层次荟萃分析,以考察在 K-16 教育阶段的 STEM 教育中使用教育机器人的总体效应大小。此外,我们还考察了机器人辅助STEM教育可能的调节变量,包括学科、教育水平、教师支持、教学策略、互动类型、干预持续时间、机器人类型和对照组条件。结果表明,与非机器人条件相比,教育机器人对学生的 STEM 学习具有中等规模的影响。具体来说,教育机器人对学生的学习成绩和学习态度有中等程度的影响,而对计算思维能力的提高影响不大。此外,我们还研究了机器人辅助 STEM 教育中调节变量的影响。结果表明,学科这一调节变量与教育机器人对 STEM 学习的影响显著相关。根据研究结果,我们提出了教育和技术方面的启示,以指导未来在 STEM 教育中应用教育机器人的研究和实践。
{"title":"The effects of educational robotics in STEM education: a multilevel meta-analysis","authors":"Fan Ouyang, Weiqi Xu","doi":"10.1186/s40594-024-00469-4","DOIUrl":"https://doi.org/10.1186/s40594-024-00469-4","url":null,"abstract":"Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139658586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Can training and apprentice programs in STEM increase worker life satisfaction and optimism? 科学、技术、工程和数学领域的培训和学徒计划能否提高工人的生活满意度和乐观程度?
IF 6.7 1区 教育学 Q1 Social Sciences Pub Date : 2024-01-29 DOI: 10.1186/s40594-023-00461-4
Yung Chun, Jason Jabbari, Wenrui Huang, Carol Graham
Despite the significant relationship between life satisfaction and education, less is known about the connection between life satisfaction and informal learning in the context of training and apprenticeship programs. This paper examines the influence of the LaunchCode program, a novel training and apprentice program in STEM, on participant’s life satisfaction and optimism. We also explore mediating roles of STEM employment and earnings, as well as moderating role of participants’ educational attainment levels. We find high life satisfaction and optimism among those who completed both the training course and the apprenticeship component. In addition, we find a significant mediation effect of STEM employment on the relationships between program participation and current life satisfaction, as well as optimism, among the apprenticeship completers. Finally, we find a significant moderation effect of one’s education level on the relationship between program completion and finding a STEM job, such that participants with a college degree are more likely to secure STEM employment through coursework alone. Our findings highlight the significance of apprenticeships in increasing life satisfaction and optimism, as well as the importance of STEM employment in explaining the significant effect of apprenticeships on life satisfaction and optimism. These findings suggest that what people do for a living is more important than how much they earn. However, while apprenticeships may offer an alternative route to the labor market, education may still facilitate connections to STEM employment in the absence of an apprenticeship.
尽管生活满意度与教育之间存在着重要关系,但人们对生活满意度与培训和学徒计划背景下的非正式学习之间的联系却知之甚少。本文研究了 LaunchCode 计划--一个新颖的 STEM 培训和学徒计划--对参与者生活满意度和乐观情绪的影响。我们还探讨了 STEM 就业和收入的中介作用,以及参与者受教育程度的调节作用。我们发现,同时完成培训课程和学徒计划的学员的生活满意度和乐观度都很高。此外,我们还发现,在完成学徒培训的学员中,STEM 就业对计划参与和当前生活满意度以及乐观情绪之间的关系具有重要的调节作用。最后,我们发现个人的教育水平对项目完成与找到 STEM 工作之间的关系有明显的调节作用,例如,拥有大学学位的参与者更有可能仅通过课程学习获得 STEM 就业。我们的研究结果凸显了学徒制在提高生活满意度和乐观程度方面的重要性,以及 STEM 就业在解释学徒制对生活满意度和乐观程度的显著影响方面的重要性。这些研究结果表明,人们的职业比他们的收入更重要。然而,虽然学徒制可以为进入劳动力市场提供另一条途径,但在没有学徒制的情况下,教育仍可促进与 STEM 就业的联系。
{"title":"Can training and apprentice programs in STEM increase worker life satisfaction and optimism?","authors":"Yung Chun, Jason Jabbari, Wenrui Huang, Carol Graham","doi":"10.1186/s40594-023-00461-4","DOIUrl":"https://doi.org/10.1186/s40594-023-00461-4","url":null,"abstract":"Despite the significant relationship between life satisfaction and education, less is known about the connection between life satisfaction and informal learning in the context of training and apprenticeship programs. This paper examines the influence of the LaunchCode program, a novel training and apprentice program in STEM, on participant’s life satisfaction and optimism. We also explore mediating roles of STEM employment and earnings, as well as moderating role of participants’ educational attainment levels. We find high life satisfaction and optimism among those who completed both the training course and the apprenticeship component. In addition, we find a significant mediation effect of STEM employment on the relationships between program participation and current life satisfaction, as well as optimism, among the apprenticeship completers. Finally, we find a significant moderation effect of one’s education level on the relationship between program completion and finding a STEM job, such that participants with a college degree are more likely to secure STEM employment through coursework alone. Our findings highlight the significance of apprenticeships in increasing life satisfaction and optimism, as well as the importance of STEM employment in explaining the significant effect of apprenticeships on life satisfaction and optimism. These findings suggest that what people do for a living is more important than how much they earn. However, while apprenticeships may offer an alternative route to the labor market, education may still facilitate connections to STEM employment in the absence of an apprenticeship.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139584890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
International Journal of Stem Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1