Student Motivation and Interests as Proxies for Forming STEM Identities
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students' perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.
Abstract
This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students' perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.
참고문헌 (13)
- NSF, "Women, minorities, and persons with disabilities in science and engineering: U.S. demographics" (2008), National Science Foundation
- Malone, K., "Narrations of race in STEM research settings : Identity formation and its discontents", Science Education, 93(3), pp.485~510 (2009)
- National Research Council, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (2012), The National Academies Press
- Aschbacher, P. R., "Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine", Journal of Research in Science Teaching, 47(5), pp.564~582 (2010)
- Brickhouse, N. W., "Embodying science: A feminist perspective on learning", Journal of Research in Science Teaching, 38(3), pp.282~295 (2001)
- Carlone, H. B., "Understanding the science experiences of successful women of color: Science identity as an analytic lens", Journal of Research in Science Teaching, 44(8), pp.1187~1218 (2007)
- Education Trust., "Education watch national report" (2009), Education Trust
- Gee, J. P., "Identity as an analytic lens for research in education", Review of Research in Education, 25, pp.99~125 (2000)
- Johnson, A., "Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science", Journal of Research in Science Teaching, 48(4), pp.339~366 (2011)
- "Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action. Congressional Research Service Reports. Paper 35" (2008)[URL]
- Lave, J., "Situated learning: Legitimate peripheral participation" (1991), Cambridge University Press
- Federal Science, Technology, Engineering, and Mathematics Programs and Related Trends, "U. S. Government Accountability Office", ~, pp.GAO-06-114 (2005)
- Stake, J. E., "Adolescent girls' and boys' science peer relationships and perceptions of the possible self as scientist", Sex Roles, 52(1, pp.2) (2005), 1~11