How Constructivist Learning Impacts Secondary Girls’ STEM Career Interests
How Constructivist Learning Impacts Secondary Girls’ STEM Career Interests
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建构主义学习如何影响中学女生 — STEM 职业兴趣
DOI：
10.11114/jets.v12i2.6793
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发表时间：
2024
期刊：
影响因子：
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通讯作者：
Muthukumar, Venkatesan
中科院分区：
文献类型：
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作者：
Xu, Yonghong Jade;Yang, Mei;Zhang, Shaoan;Muthukumar, Venkatesan
这是一项定量研究，旨在探讨夏令营中的建构主义学习如何影响初高中女生的STEM知识、自我效能感，并最终影响她们对未来STEM学习和成长的兴趣。在为期五周的夏令营结束时，一项在线调查被用来收集31名女孩的信息。研究结果基本上证实了过去的研究，即使用以学生为中心的基于项目的真实STEM学习，学生对STEM的理解、自我效能感和对STEM未来发展的兴趣都有显著提高。然而，这项研究的独特贡献在于发现，当有机会参与主动学习和解决问题时，女孩对STEM学科的兴趣可能会大大提高；建构主义的学习环境以及他们在STEM知识方面的收获可以弥补自我效能感方面的不足。这项研究为STEM教育中教学方法的重要性提供了见解。
This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education.