探索高中工程学课程在促进学习障碍学生科学态度方面的作用

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-09-20 DOI:10.1002/tea.21905
Jay Plasman, Michael Gottfried, Filiz Oskay
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引用次数: 0

摘要

全国各地对有工程学兴趣且精通工程学的高中毕业生的需求持续增长。然而,对于有学习障碍的学生(SWLDs)来说,他们在工程学领域的大学入学率和就 业率仍然存在着严重的差距。鼓励有学习障碍的学生将工程学作为一门专业并促进他们形成关键科学态度的一个 潜在途径可能是通过工程与技术职业技术教育(E-CTE)课程。在本研究中,我们将探讨以下研究问题:与没有学习障碍的学生相比,学习障碍学生在高中低年级学习 E-CTE 课程的比例是否不同?早期选修 E-CTE 课程与科学态度(自我效能感、效用、身份认同)之间有什么关系?学习早期 E-CTE 课程后,学生对工程学职业的具体期望会发生怎样的变化?我们利用 2009 年高中纵向研究(HSLS),通过调节模型和学生固定效应方法来回答这些研究问题。最终,我们没有发现任何证据表明高中阶段有学习障碍和无学习障碍的学生在电子-职业教育与培训中的比例偏低。然而,与普通人相比,我们预计西南失学儿童会从参与 E-CTE 中获得更高水平的科学自我效能感和科学认同感。这些研究结果的启示包括:如何鼓励在工程学道路上坚持下去、州一级职业道路政策的发展,以及如何将 E-CTE 实践纳入学术课程。
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Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities

Demand for engineering-interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E-CTE) coursework. In this study, we address the following research questions: Do SWLDs take E-CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E-CTE coursetaking and science attitudes (self-efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E-CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E-CTE in high school. However, SWLDs were expected to benefit more than the general population from E-CTE participation with respect to higher levels of science self-efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E-CTE practices in academic courses.

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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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