Pub Date : 2023-11-13DOI: 10.1186/s40594-023-00457-0
Brett D. Jones, Margaret Ellis, Fei Gu, Hande Fenerci
Abstract Background The motivational climate within a course has been shown to be an important predictor of students’ engagement and course ratings. Because little is known about how students’ perceptions of the motivational climate in a computer science (CS) course vary by sex, race/ethnicity, and academic major, we investigated these questions: (1) To what extent do students’ achievement and perceptions of motivational climate, cost, ease, and effort vary by sex, race/ethnicity, or major? and (2) To what extent do the relationships between students’ achievement and perceptions of motivational climate, cost, and effort vary by sex, race/ethnicity, and major? Participants were enrolled in a large CS course at a large public university in the southeastern U.S. A survey was administered to 981 students in the course over three years. Path analyses and one-way MANOVAs and ANOVAs were conducted to examine differences between groups. Results Students’ perceptions of empowerment, usefulness, interest, and caring were similar across sexes and races/ethnicities. However, women and Asian students reported lower success expectancies. Students in the same academic major as the course topic (i.e., CS) generally reported higher perceptions of the motivational climate than students who did not major or minor in the course topic. Final grades in the course did not vary by sex or race/ethnicity, except that the White and Asian students obtained higher grades than the Black students. Across sex, race/ethnicity, and major, students’ perceptions of the motivational climate were positively related to effort, which was positively related to achievement. Conclusions One implication is that females, Asian students, and non-CS students may need more support, or different types of support, to help them believe that they can succeed in computer science courses. On average, these students were less confident in their abilities to succeed in the course and were more likely to report that they did not have the time needed to do well in the course. A second implication for instructors is that it may be possible to increase students’ effort and achievement by increasing students’ perceptions of the five key constructs in the MUSIC Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring.
{"title":"Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors","authors":"Brett D. Jones, Margaret Ellis, Fei Gu, Hande Fenerci","doi":"10.1186/s40594-023-00457-0","DOIUrl":"https://doi.org/10.1186/s40594-023-00457-0","url":null,"abstract":"Abstract Background The motivational climate within a course has been shown to be an important predictor of students’ engagement and course ratings. Because little is known about how students’ perceptions of the motivational climate in a computer science (CS) course vary by sex, race/ethnicity, and academic major, we investigated these questions: (1) To what extent do students’ achievement and perceptions of motivational climate, cost, ease, and effort vary by sex, race/ethnicity, or major? and (2) To what extent do the relationships between students’ achievement and perceptions of motivational climate, cost, and effort vary by sex, race/ethnicity, and major? Participants were enrolled in a large CS course at a large public university in the southeastern U.S. A survey was administered to 981 students in the course over three years. Path analyses and one-way MANOVAs and ANOVAs were conducted to examine differences between groups. Results Students’ perceptions of empowerment, usefulness, interest, and caring were similar across sexes and races/ethnicities. However, women and Asian students reported lower success expectancies. Students in the same academic major as the course topic (i.e., CS) generally reported higher perceptions of the motivational climate than students who did not major or minor in the course topic. Final grades in the course did not vary by sex or race/ethnicity, except that the White and Asian students obtained higher grades than the Black students. Across sex, race/ethnicity, and major, students’ perceptions of the motivational climate were positively related to effort, which was positively related to achievement. Conclusions One implication is that females, Asian students, and non-CS students may need more support, or different types of support, to help them believe that they can succeed in computer science courses. On average, these students were less confident in their abilities to succeed in the course and were more likely to report that they did not have the time needed to do well in the course. A second implication for instructors is that it may be possible to increase students’ effort and achievement by increasing students’ perceptions of the five key constructs in the MUSIC Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"63 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347316","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}
Pub Date : 2023-11-04DOI: 10.1186/s40594-023-00455-2
Silvia Wen-Yu Lee, Hsing-Ying Tu, Guang-Lin Chen, Hung-Ming Lin
Abstract Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts.
{"title":"Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency","authors":"Silvia Wen-Yu Lee, Hsing-Ying Tu, Guang-Lin Chen, Hung-Ming Lin","doi":"10.1186/s40594-023-00455-2","DOIUrl":"https://doi.org/10.1186/s40594-023-00455-2","url":null,"abstract":"Abstract Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"22 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135773568","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}
Pub Date : 2023-11-02DOI: 10.1186/s40594-023-00456-1
Laila El‑Hamamsy, Barbara Bruno, Catherine Audrin, Morgane Chevalier, Sunny Avry, Jessica Dehler Zufferey, Francesco Mondada
{"title":"Correction: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps","authors":"Laila El‑Hamamsy, Barbara Bruno, Catherine Audrin, Morgane Chevalier, Sunny Avry, Jessica Dehler Zufferey, Francesco Mondada","doi":"10.1186/s40594-023-00456-1","DOIUrl":"https://doi.org/10.1186/s40594-023-00456-1","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"9 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973393","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}
Pub Date : 2023-10-26DOI: 10.1186/s40594-023-00453-4
Jonas Hallström, Per Norström, Konrad J. Schönborn
Abstract Background The literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling. Results The panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration. Conclusions and implications The panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design.
{"title":"Authentic STEM education through modelling: an international Delphi study","authors":"Jonas Hallström, Per Norström, Konrad J. Schönborn","doi":"10.1186/s40594-023-00453-4","DOIUrl":"https://doi.org/10.1186/s40594-023-00453-4","url":null,"abstract":"Abstract Background The literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling. Results The panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration. Conclusions and implications The panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910381","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}
Pub Date : 2023-10-20DOI: 10.1186/s40594-023-00454-3
Joonhyeong Park, Tang Wee Teo, Arnold Teo, Jina Chang, Jun Song Huang, Sengmeng Koo
Abstract Background In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation. Findings The findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school. Conclusions The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students.
{"title":"Integrating artificial intelligence into science lessons: teachers’ experiences and views","authors":"Joonhyeong Park, Tang Wee Teo, Arnold Teo, Jina Chang, Jun Song Huang, Sengmeng Koo","doi":"10.1186/s40594-023-00454-3","DOIUrl":"https://doi.org/10.1186/s40594-023-00454-3","url":null,"abstract":"Abstract Background In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation. Findings The findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school. Conclusions The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569279","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}
Pub Date : 2023-10-10DOI: 10.1186/s40594-023-00438-3
Laila El-Hamamsy, Barbara Bruno, Catherine Audrin, Morgane Chevalier, Sunny Avry, Jessica Dehler Zufferey, Francesco Mondada
Abstract Background Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perception, and gaps between groups of students? Methodology We investigate a CS-curricular reform and teacher Professional Development (PD) programme from an equity standpoint by applying hierarchical regression and structural equation modelling on student learning and perception data from three studies with, respectively, 1384, 2433 and 1644 grade 3–6 students (ages 7–11) and their 83, 142 and 95 teachers. Results Regarding learning, exposure to CS instruction appears to contribute to closing the performance gap between low-achieving and high-achieving students, as well as pre-existing gender gaps. Despite a lack of direct influence of what was taught on student learning, there is no impact of teachers’ demographics or motivation on student learning, with teachers’ perception of the CS-PD positively influencing learning. Regarding perception, students perceive CS and its teaching tools (robotics, tablets) positively, and even more so when they perceive a role model close to them as doing CS. Nonetheless, gender differences exist all around with boys perceiving CS more positively than girls despite access to CS education. However, access to CS-education affects boys and girls differently: larger gender gaps are closing (namely those related to robotics), while smaller gaps are increasing (namely those related to CS and tablets). Conclusion This article highlights how a CS curricular reform impacts learning, perception, and equity and supports the importance of (i) early introductions to CS for all; (ii) preparing teachers to teach CS all the while removing the influence of teacher demographics and motivation on student outcomes; and (iii) having developmentally appropriate activities that signal to all groups of students.
{"title":"How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps","authors":"Laila El-Hamamsy, Barbara Bruno, Catherine Audrin, Morgane Chevalier, Sunny Avry, Jessica Dehler Zufferey, Francesco Mondada","doi":"10.1186/s40594-023-00438-3","DOIUrl":"https://doi.org/10.1186/s40594-023-00438-3","url":null,"abstract":"Abstract Background Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perception, and gaps between groups of students? Methodology We investigate a CS-curricular reform and teacher Professional Development (PD) programme from an equity standpoint by applying hierarchical regression and structural equation modelling on student learning and perception data from three studies with, respectively, 1384, 2433 and 1644 grade 3–6 students (ages 7–11) and their 83, 142 and 95 teachers. Results Regarding learning, exposure to CS instruction appears to contribute to closing the performance gap between low-achieving and high-achieving students, as well as pre-existing gender gaps. Despite a lack of direct influence of what was taught on student learning, there is no impact of teachers’ demographics or motivation on student learning, with teachers’ perception of the CS-PD positively influencing learning. Regarding perception, students perceive CS and its teaching tools (robotics, tablets) positively, and even more so when they perceive a role model close to them as doing CS. Nonetheless, gender differences exist all around with boys perceiving CS more positively than girls despite access to CS education. However, access to CS-education affects boys and girls differently: larger gender gaps are closing (namely those related to robotics), while smaller gaps are increasing (namely those related to CS and tablets). Conclusion This article highlights how a CS curricular reform impacts learning, perception, and equity and supports the importance of (i) early introductions to CS for all; (ii) preparing teachers to teach CS all the while removing the influence of teacher demographics and motivation on student outcomes; and (iii) having developmentally appropriate activities that signal to all groups of students.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136254305","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}
Pub Date : 2023-10-09DOI: 10.1186/s40594-023-00443-6
Ning Wang, Aik-Ling Tan, Xiaohong Zhou, Ke Liu, Feng Zeng, Jiong Xiang
Abstract Background Females are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields all over the world. To encourage more girls to choose STEM majors and careers, it is critical to increase their interest in STEM careers. Many studies have investigated the factors that influence females' entry into STEM fields, but few studies have explored the gender differences in the relationships between these factors. Therefore, based on the Social Cognitive Career Theory, this study explored the gender differences in the effects of environmental factors (school education, informal education, social support, and media) on high school students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM careers perceptions. Results A questionnaire survey was conducted among 1240 high school students in Hunan Province, China, and the results of t -test, regression analysis, and structural equation model multi-group comparison showed that: Firstly, the scores of male students in all the dimensions except for STEM career perception were significantly higher than those of female students. Secondly, the environmental factor that had the greatest effect on male and female students' interest in STEM careers was different. Finally, there were gender differences in the mediating roles of STEM self-efficacy and STEM careers perceptions between environmental factors and interest in STEM careers. Conclusions This study revealed the influence mechanisms and gender differences in male and female students' interest in STEM careers in the context of Chinese Confucian culture, and the conclusions are as follows: (1) Male students' interest in STEM careers was significantly higher than that of female students; (2) The environmental factors that had the greatest effect on male and female students' interest in STEM careers were social support and media, respectively; and (3) Environmental factors could affect male students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM career perception, while environmental factors could affect female students' interest in STEM careers through the mediating role of STEM self-efficacy. Finally, the mediating mechanisms of STEM self-efficacy and STEM career perception between environmental factors and interest in STEM careers, and the importance of STEM self-efficacy for female students were discussed.
{"title":"Gender differences in high school students’ interest in STEM careers: a multi-group comparison based on structural equation model","authors":"Ning Wang, Aik-Ling Tan, Xiaohong Zhou, Ke Liu, Feng Zeng, Jiong Xiang","doi":"10.1186/s40594-023-00443-6","DOIUrl":"https://doi.org/10.1186/s40594-023-00443-6","url":null,"abstract":"Abstract Background Females are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields all over the world. To encourage more girls to choose STEM majors and careers, it is critical to increase their interest in STEM careers. Many studies have investigated the factors that influence females' entry into STEM fields, but few studies have explored the gender differences in the relationships between these factors. Therefore, based on the Social Cognitive Career Theory, this study explored the gender differences in the effects of environmental factors (school education, informal education, social support, and media) on high school students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM careers perceptions. Results A questionnaire survey was conducted among 1240 high school students in Hunan Province, China, and the results of t -test, regression analysis, and structural equation model multi-group comparison showed that: Firstly, the scores of male students in all the dimensions except for STEM career perception were significantly higher than those of female students. Secondly, the environmental factor that had the greatest effect on male and female students' interest in STEM careers was different. Finally, there were gender differences in the mediating roles of STEM self-efficacy and STEM careers perceptions between environmental factors and interest in STEM careers. Conclusions This study revealed the influence mechanisms and gender differences in male and female students' interest in STEM careers in the context of Chinese Confucian culture, and the conclusions are as follows: (1) Male students' interest in STEM careers was significantly higher than that of female students; (2) The environmental factors that had the greatest effect on male and female students' interest in STEM careers were social support and media, respectively; and (3) Environmental factors could affect male students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM career perception, while environmental factors could affect female students' interest in STEM careers through the mediating role of STEM self-efficacy. Finally, the mediating mechanisms of STEM self-efficacy and STEM career perception between environmental factors and interest in STEM careers, and the importance of STEM self-efficacy for female students were discussed.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095006","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}
Pub Date : 2023-09-25DOI: 10.1186/s40594-023-00450-7
María Paola Sevilla, Daniela Luengo-Aravena, Mauricio Farías
Abstract Background STEM fields are instrumental in increasing the technological and innovative capacity of the economy. As women are underrepresented in the STEM workforce, diverse strategies have been implemented to boost their preparedness and interest in these fields, including early exposure to academic and vocational STEM courses. Using the case of Chile’s highly differentiated school system, this paper examines the role of secondary curricula on students’ enrollment and persistence in STEM programs offered by vocational postsecondary institutions and universities. In doing so, we seek to identify whether exposure to STEM courses within the academic or vocational tracks translates into fewer gender differences in STEM higher education. Results Our results reveal that upper-secondary tracks connected to STEM courses are positively associated with enrollment in STEM higher education and, to some degree, persistence. More specifically, exposure to STEM courses in the academic track is the most effective path to boost chances of enrolling in STEM university programs but has no connection to later persistence. In contrast, applied STEM courses within the vocational tracks perform better in the case of STEM programs in postsecondary vocational institutions both in enrollment and persistence. However, this STEM pipeline significantly amplifies gender gaps as males benefit more than women from early exposure to applied STEM courses. We also found that other indirect routes, such as enrolling in STEM university programs from the vocational track with applied STEM courses, boost female participation in these programs, helping reduce gender gaps. Conclusions While secondary STEM courses attract more female students to STEM higher education, they alone are insufficient to achieve gender equality in STEM fields as gender gaps widen in the more effective routes. In highly differentiated school systems, policymakers and high school leaders should offer increased support to women interested in STEM studies and careers across all secondary tracks to boost female participation in STEM fields. At the same time, all high school students should be able to select both academic and applied STEM courses as a part of their non-mandatory curriculum.
{"title":"Gender gap in STEM pathways: the role of secondary curricula in a highly differentiated school system—the case of Chile","authors":"María Paola Sevilla, Daniela Luengo-Aravena, Mauricio Farías","doi":"10.1186/s40594-023-00450-7","DOIUrl":"https://doi.org/10.1186/s40594-023-00450-7","url":null,"abstract":"Abstract Background STEM fields are instrumental in increasing the technological and innovative capacity of the economy. As women are underrepresented in the STEM workforce, diverse strategies have been implemented to boost their preparedness and interest in these fields, including early exposure to academic and vocational STEM courses. Using the case of Chile’s highly differentiated school system, this paper examines the role of secondary curricula on students’ enrollment and persistence in STEM programs offered by vocational postsecondary institutions and universities. In doing so, we seek to identify whether exposure to STEM courses within the academic or vocational tracks translates into fewer gender differences in STEM higher education. Results Our results reveal that upper-secondary tracks connected to STEM courses are positively associated with enrollment in STEM higher education and, to some degree, persistence. More specifically, exposure to STEM courses in the academic track is the most effective path to boost chances of enrolling in STEM university programs but has no connection to later persistence. In contrast, applied STEM courses within the vocational tracks perform better in the case of STEM programs in postsecondary vocational institutions both in enrollment and persistence. However, this STEM pipeline significantly amplifies gender gaps as males benefit more than women from early exposure to applied STEM courses. We also found that other indirect routes, such as enrolling in STEM university programs from the vocational track with applied STEM courses, boost female participation in these programs, helping reduce gender gaps. Conclusions While secondary STEM courses attract more female students to STEM higher education, they alone are insufficient to achieve gender equality in STEM fields as gender gaps widen in the more effective routes. In highly differentiated school systems, policymakers and high school leaders should offer increased support to women interested in STEM studies and careers across all secondary tracks to boost female participation in STEM fields. At the same time, all high school students should be able to select both academic and applied STEM courses as a part of their non-mandatory curriculum.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815632","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}
Pub Date : 2023-09-22DOI: 10.1186/s40594-023-00451-6
Alejandra J. Magana, Theodora Amuah, Sakhi Aggrawal, Devang A. Patel
Abstract Background Effectively facilitating teamwork experiences, particularly in the context of large-size courses, is difficult to implement. This study seeks to address the challenges of implementing effective teamwork experiences in large courses. This study integrated teamwork pedagogy to facilitate a semester-long project in the context of a large-size class comprising 118 students organized into 26 teams. The data for this study were collected from two online teamwork sessions when teams collaborated and self-recorded during the in-class time. The video recordings were qualitatively analyzed to identify patterns in team dynamics processes through visualizations. The study aims to provide insights into the different ways team members engaged in team dynamics processes during different phases of the semester. Results Findings suggest that members of teams were mostly active and passive during meetings and less constructive and interactive in their engagement. Team members mainly engaged in communication, team orientation, and feedback behaviors. Over time, team members' interactions with one another remained about the same, with feedback behaviors tending to diminish and coordination behaviors staying about the same or slightly increasing over time. Conclusion The implications of this study extend to both practice and theory. Practically, combining cooperative learning and scrum practices enabled a blend of collaborative and cooperative work, which suggests providing teams with tools and structures to coordinate teamwork processes and promote interaction among team members. From a theoretical perspective, this study contributes to the understanding of temporal aspects of teamwork dynamics by examining how team interactions evolve during working sessions at different points in time. Overall, this research provides valuable insights for educators, practitioners, and researchers aiming to enhance teamwork experiences in large courses, particularly in software development disciplines.
{"title":"Teamwork dynamics in the context of large-size software development courses","authors":"Alejandra J. Magana, Theodora Amuah, Sakhi Aggrawal, Devang A. Patel","doi":"10.1186/s40594-023-00451-6","DOIUrl":"https://doi.org/10.1186/s40594-023-00451-6","url":null,"abstract":"Abstract Background Effectively facilitating teamwork experiences, particularly in the context of large-size courses, is difficult to implement. This study seeks to address the challenges of implementing effective teamwork experiences in large courses. This study integrated teamwork pedagogy to facilitate a semester-long project in the context of a large-size class comprising 118 students organized into 26 teams. The data for this study were collected from two online teamwork sessions when teams collaborated and self-recorded during the in-class time. The video recordings were qualitatively analyzed to identify patterns in team dynamics processes through visualizations. The study aims to provide insights into the different ways team members engaged in team dynamics processes during different phases of the semester. Results Findings suggest that members of teams were mostly active and passive during meetings and less constructive and interactive in their engagement. Team members mainly engaged in communication, team orientation, and feedback behaviors. Over time, team members' interactions with one another remained about the same, with feedback behaviors tending to diminish and coordination behaviors staying about the same or slightly increasing over time. Conclusion The implications of this study extend to both practice and theory. Practically, combining cooperative learning and scrum practices enabled a blend of collaborative and cooperative work, which suggests providing teams with tools and structures to coordinate teamwork processes and promote interaction among team members. From a theoretical perspective, this study contributes to the understanding of temporal aspects of teamwork dynamics by examining how team interactions evolve during working sessions at different points in time. Overall, this research provides valuable insights for educators, practitioners, and researchers aiming to enhance teamwork experiences in large courses, particularly in software development disciplines.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062127","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}
Pub Date : 2023-09-11DOI: 10.1186/s40594-023-00448-1
Chen Chen, Stephanie Hardjo, Gerhard Sonnert, Jiaojiao Hui, Philip M. Sadler
Abstract Background Digital media are pervasive in the lives of young people and provide opportunities for them to learn about STEM. Multiple theories argue that the STEM media environment may shape how youth see a STEM career in their future. Yet, little is known about how pre-college digital media consumption may be related to students’ STEM career interest at the beginning of college. The wide variety of STEM media also raises the question of potentially different effects and pathways by media type. In this study, we collected a nationally representative sample of more than 15,000 students in their first year in U.S. colleges and universities. We asked about their career interests at the beginning of college and also asked them to retrospectively report their STEM media consumption during high school. Results We found that watching STEM-related TV and online videos, as well as playing STEM-related video games during high school, were positively associated with students’ STEM career interests at the beginning of college. However, we also found that STEM media consumption did not impact directly on STEM career interest, but acted through two intermediaries: STEM identity (I and others see me as a STEM person) and three personal career outcome expectations: a high interest in self-development (enhancement and use of talents), and low interests in material status (money, fame, power) and in interpersonal relationships (helping, and working with, other people). Conclusions This study finds that STEM media have a significant effect in fostering STEM career interest, with most of the effect coming from STEM TV, STEM video viewing, and STEM video games. The effect is mediated mainly through students’ identity and, to a lesser extent, through personal values, such as self-development, material, and interpersonal relationship values. This study suggests that media communication should be mindful of how different platforms may deliver nuanced and varied messages of what STEM careers may afford and who can succeed in STEM.
{"title":"The role of media in influencing students’ STEM career interest","authors":"Chen Chen, Stephanie Hardjo, Gerhard Sonnert, Jiaojiao Hui, Philip M. Sadler","doi":"10.1186/s40594-023-00448-1","DOIUrl":"https://doi.org/10.1186/s40594-023-00448-1","url":null,"abstract":"Abstract Background Digital media are pervasive in the lives of young people and provide opportunities for them to learn about STEM. Multiple theories argue that the STEM media environment may shape how youth see a STEM career in their future. Yet, little is known about how pre-college digital media consumption may be related to students’ STEM career interest at the beginning of college. The wide variety of STEM media also raises the question of potentially different effects and pathways by media type. In this study, we collected a nationally representative sample of more than 15,000 students in their first year in U.S. colleges and universities. We asked about their career interests at the beginning of college and also asked them to retrospectively report their STEM media consumption during high school. Results We found that watching STEM-related TV and online videos, as well as playing STEM-related video games during high school, were positively associated with students’ STEM career interests at the beginning of college. However, we also found that STEM media consumption did not impact directly on STEM career interest, but acted through two intermediaries: STEM identity (I and others see me as a STEM person) and three personal career outcome expectations: a high interest in self-development (enhancement and use of talents), and low interests in material status (money, fame, power) and in interpersonal relationships (helping, and working with, other people). Conclusions This study finds that STEM media have a significant effect in fostering STEM career interest, with most of the effect coming from STEM TV, STEM video viewing, and STEM video games. The effect is mediated mainly through students’ identity and, to a lesser extent, through personal values, such as self-development, material, and interpersonal relationship values. This study suggests that media communication should be mindful of how different platforms may deliver nuanced and varied messages of what STEM careers may afford and who can succeed in STEM.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979792","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}
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：