The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development
The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development
复制标题
综合科学、技术和工程教育对小学生知识和认同发展的影响
DOI：
10.1111/ssm.12090
复制
发表时间：
2014
影响因子：
1.1
通讯作者：
B. Capobianco
中科院分区：
文献类型：
--
作者：
So Yoon Yoon;Melissa Dyehouse;A. Lucietto;H. Diefes‐Dux;B. Capobianco
本研究旨在探讨科学、技术与工程一体化(STE)教育对二、三、四年级学生STE内容、工程知识和工程抱负的影响。在2009-2010学年，59名小学教师参加了为期一周的工程教师专业发展(TPD)计划，在美国中南部一个大型学区的学校实施了STE综合课程。在学年开始和结束时，对831名学生进行了学生知识测验(SKT)和工程认同发展量表(EID)的测试，这些学生分别在有STE综合课程的教室(治疗)和没有STE综合课程的教室(对照)中进行了测试。项目分析和验证性因素分析为SKTS提供了充分的信度和效度证据。三个年级在SKT后成绩上，实验组与对照组均存在显著差异，说明STE整合对学生内容知识的影响。EIDS在学业分量表上无显著差异，而工程职业分量表显示，治疗组学生在三个年级的得分均显著高于对照组学生。治疗组在知识和愿望方面的这些重大变化有力地证明了STE整合的潜在影响。
This study examines the effects of integrated science, technology, and engineering (STE) education on second-, third-, and fourth-grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009–2010 school year, 59 elementary school teachers, who attended a week-long engineering teacher professional development (TPD) program, implemented STE integrated lessons in schools in a large, south-central U.S. school district. At the beginning and end of the school year, the Student Knowledge Tests (SKTs) and the Engineering Identity Development Scale (EIDS) were administered to 831 students either in classrooms with the STE integrated lessons (treatment) or without (control). Item and confirmatory factor analyses provided sufficient reliability and validity evidence of the SKTs. Significant differences between treatment and control groups for all three grades on the post-SKTs indicate the impact of STE integration on students' content knowledge. The EIDS showed no significant group differences on the academic subscale, while the engineering career subscale showed that treatment group students scored significantly higher than control group students in all three grades. Those significant changes in the treatment group in knowledge and aspirations are strong evidence for the potential impact of STE integration.