Enhancing Knowledge, Interest, and Self-Efficacy in STEM Through a Summer STEM Exploration Program
Enhancing Knowledge, Interest, and Self-Efficacy in STEM Through a Summer STEM Exploration Program
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通过夏季 STEM 探索计划增强 STEM 知识、兴趣和自我效能
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Nicholas Langhoff
中科院分区：
文献类型：
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作者：
Christine Burwell;Ray Lapuz;Tracy Huang;Nicholas Langhoff
许多研究人员认为，职业兴趣和职业规划早在中学就开始发展。然而，高中生往往会因为课程选择不符合STEM学术道路的需求而被动地放弃技术职业选择，因此，在高中的最后两年提供职业探索课程往往为时已晚，无法让学生有足够的时间为STEM领域的进一步学习做好准备，这可能会导致未来STEM专业的队伍枯竭，特别是在代表性不足的人群中。研究人员进一步认为，培养对STEM的早期兴趣，支持学生在STEM中的成功和信心，并提供对STEM职业道路的更好理解，将鼓励学生在他们仍然可以做出学术选择的时候追求STEM职业，这将提高他们未来成功的潜力。为了增加STEM的主题知识，兴趣和自我效能，位于旧金山弗朗西斯科湾区的一所联邦指定的西班牙裔服务社区学院开发了STEM研究所，这是一个为期三周的计划，面向对探索科学，技术，工程和数学（STEM）感兴趣的高中新生和学生。该计划通过体验式学习，使用动手/现实世界的项目，课堂/实验室教学，扬声器，校园实地考察和研讨会在五个STEM研究领域介绍STEM。本文介绍了STEM研究所的发展，包括遇到的挑战和克服这些挑战的策略。它还研究了该计划对STEM学生兴趣和自我效能的影响，采用非参数统计检验来比较学生兴趣和自我效能的重复测量。课程对学生参与者的主题知识的影响也进行了讨论。本文进一步强调了STEM研究所主办学院开发的最佳实践，以帮助其他机构开发类似的计划，以增加STEM的主题知识以及兴趣和自我效能。
Many researchers believe that career interests and career plans start developing as early as middle school. However, high school students often passively eliminate technical career options with course choices that do not meet the needs of a STEM academic path. Consequently, providing career exploration programs in the last two years of high school is often too late to give students time to adequately prepare for further study in STEM fields, which may potentially result in depleting the ranks of future STEM majors especially in underrepresented populations. Researchers further believe that fostering an early interest in STEM, supporting student success and confidence in STEM, and providing an improved understanding of STEM career paths will encourage students to pursue STEM careers at a time when they can still make academic choices that will enhance their potential for future success. In an effort to increase subject matter knowledge, interest and self-efficacy in STEM, a federally designated Hispanic-serving community college in the San Francisco Bay Area developed the STEM Institute, a three-week program for current high school freshmen and sophomores interested in exploring Science, Technology, Engineering and Math (STEM). The program introduces STEM through experiential learning using hands-on/real-world projects, classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields of study. This paper describes the evolution of the STEM Institute, including challenges encountered and strategies employed to overcome those challenges. It also examines the effect that the program had on student interest and self-efficacy in STEM, employing non-parametric statistical tests to compare repeated measurements of student interest and self-efficacy. Program impact on the subject matter knowledge of student participants is also discussed. The paper further highlights best practices that have been developed at the STEM Institute host college to assist other institutions in developing a similar program to increase subject matter knowledge as well as interest and self-efficacy in STEM.