Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study
Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study
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在课堂上参与科学实践可以提高本科生的 STEM 动机、认同感和成就：一项短期纵向研究
DOI：
10.1002/tea.21623
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发表时间：
2020
影响因子：
4.6
通讯作者：
C. Leaper
中科院分区：
文献类型：
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作者：
Christine R. Starr;L. Hunter;Robin C. Dunkin;Susanna E. Honig;Rafael Palomino;C. Leaper
我们的短期纵向研究探讨了本科生在课堂上进行真实的科学实践的经验，与他们的科学成绩和课程成绩。此外，课堂经验（感觉到承认作为一个科学家和感知的课堂气氛）和变化超过10周的学术术语在干（科学，技术，工程和数学）的身份和动机进行了测试作为调解人。样本包括1,079名来自生物学导论教室的本科生（65.4%为女性，37.6%为亚洲人，30.2%为白色，25.1%为拉丁裔）。使用结构方程模型（SEM），我们的假设模型得到证实，同时控制班级规模和GPA。进行科学实践（例如，假设或解释结果）正向预测学生作为一个科学家的感觉认可，和感觉认可正向预测感知课堂气氛。反过来，感觉到的认可和课堂气氛预测随着时间的推移，学生的STEM动机（期望价值信念），STEM身份和STEM职业抱负会增加。最后，这些因素预测学生的课程成绩。作为一个科学家和积极的课堂气氛的认可更密切相关的结果在代表性不足的少数民族（URM）的学生。研究结果表明，为什么强调学生学习科学实践机会的大型课程与积极的STEM成果有关，以及为什么它们可能对URM学生特别有帮助。实践的影响包括承认作为一个科学家的重要性，除了从导师，助教和同学cur-school，从事学生在科学的真实实践。
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from profes-sors, teaching assistants, and classmates in addition to cur-riculum that engages students in the authentic practices of science.
自我效能和身份在调节 STEM 支持体验的影响中的作用。
DOI：
10.1111/asap.12170
发表时间：
2019
期刊：
Analyses of social issues and public policy : ASAP
影响因子：
--
作者：
Syed,Moin;Zurbriggen,EileenL;Chemers,MartinM;Goza,BarbaraK;Bearman,Steve;Crosby,FayeJ;Shaw,JeromeM;Hunter,Lisa;Morgan,ElizabethM
通讯作者：
Morgan,ElizabethM