School fieldtrip to engineering workshop: pre-, post-, and delayed-post effects on student perceptions by age, gender, and ethnicity
School fieldtrip to engineering workshop: pre-, post-, and delayed-post effects on student perceptions by age, gender, and ethnicity
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DOI：
10.1080/03043797.2018.1518408
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发表时间：
2018-09
影响因子：
2.3
通讯作者：
Gamze Ozogul;C. Miller;M. Reisslein
中科院分区：
文献类型：
--
作者：
Gamze Ozogul;C. Miller;M. Reisslein
摘要本文对3000多名9-14岁的学生进行了一项大规模评估研究，他们在学校实地考察期间以及在捕获和捕获研讨会后的两周内参加了工程研讨会。在研讨会之前进行了检查，年轻的学生和男孩通常比他们的兴趣更高同行。延迟的（随访）调查表明，现场训练可以显着改善学生对工程的看法改善的看法不仅限于研讨会日，但后来一直存在。
ABSTRACT This article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school.