Development and application of a scale to measure students’ STEM continuing motivation

Luo, Tian; Wang, Jian; Liu, Xiufeng; Zhou, Jiangping

doi:10.1080/09500693.2019.1647472

Cited by 27 publications

(20 citation statements)

References 42 publications

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“…If we analyze the following category results regarding changes in how digital tools should be integrated, there are 11 occurrences in total. It is precisely the Sound activity that has undergone the most significant number of changes (7). Besides the ones initially suggested in the activity, the addition of other digital tools occurred only once and took place in the case of The Race of Rubber Band Cars-E(lastic) Formula activity.…”

Section: Resultsmentioning

confidence: 99%

“…unquestionably related to the need to captivate students and future professionals for these scientific areas. Several studies aim to understand the influence of STEM programs on students' interest, motivation, and attitudes towards these scientific areas [5][6][7]. These investigations point to several benefits and effects on motivation and students' choice for STEM careers.…”

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confidence: 99%

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Digital Tools Entering the Scene in STEM Activities for Physics Teaching

Morais

Moreira

Baptista

et al. 2021

Communications in Computer and Information Science

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This paper focuses on the problematic role of digital tools in STEM activities for Physics teaching. A group of 47 teachers of Physics and Chemistry, from middle and secondary education, attended a continuous professional development training course during the academic year 2019/2020 that aimed to promote the development, adaptation, and implementation of STEM activities, centered on various topics in Physics (sound, electricity, kinetic and potential energy, mass and weight, gravitational pendulum and free fall) in teachers' practices. Most of the activities already had an integration proposal for digital tools. Results revealed that teachers' options range from adding specific and unspecific tools to implement STEM activities. In most cases, they only replace other non-digital tools. This work contributes to foster the action and reflection related to teachers' knowledge and experience to introduce digital tools productively, amplify their options, and explore other related areas.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Digital Tools Entering the Scene in STEM Activities for Physics Teaching

Morais

Moreira

Baptista

et al. 2021

Communications in Computer and Information Science

View full text Add to dashboard Cite

show abstract

“…Second, cognitive conflict. One feature of STEM teaching is allowing students to learn actively (Luo et al, 2019). TBIT suggested that the generation of cognitive conflict is the driving force for students' active thinking and active learning, as well as a key engine for changes in their cognitive structures and perceptions.…”

Section: Basic Principles Of Stem Teaching Based On Tbitmentioning

confidence: 99%

Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

Guo

2021

Front. Educ.

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National attention has been given to science, technology, engineering, and mathematics (STEM) education, which is well recognized as an effective way to cultivate the key competencies of 21st-century talents. However, current STEM education falls short of the desired results. The fundamental reason is that there has not been a clearly and structurally explained systematic construction and effective implementation of STEM curricula. Accordingly, this article systematically expounds on the construction of the STEM curricula system from four aspects. Specifically, we first proposed the components of the STEM competencies as the goal of STEM education to provide a guiding direction for other parts of the design of the STEM curricula. Then, we elaborated on how to cultivate the STEM competencies from two aspects: the design principles of the STEM curricula content and the implementation strategies of STEM teaching. Finally, we explained how to effectively evaluate to monitor and improve the implementation of the STEM curriculum. In addition to the above mentioned, we then presented a case study of STEM courses constructed under the guidance of “think-based instruction theory” (TBIT) to help readers further understand the nature of the STEM curricula.

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“…The main purpose of STEM education is to foster qualified and skilled manpower (Luo et al, 2019). Also the purposes of STEM education are to develop industry and technology, to raise welfare levels, to increase literacy rates, etc.…”

Section: Introductionmentioning

confidence: 99%

The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students

Gok

2021

IJCRSEE

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The purpose of the research was to determine the secondary school students’ attitude and motivation toward STEM. For this purpose, two field studies for developing a survey were conducted. The first field study, pilot study, was performed for collecting the research data and making statistical analysis of the research data. After completing statistical analysis procedures (Explanatory Factor Analysis and Confirmatory Factor Analysis) of the pilot survey, the reliability and validity of the pilot survey was calculated. The statistical results indicated that the pilot survey was reliable and it also had four sub-factors. The second field study, main study, was performed for comparing and discussing the research data. The research was applied to 2912 students at different 14 secondary schools during the academic year of 2018-2019 at Izmir, Turkey. The students’ results in the metropolitan and suburban regions of the city were compared. The results indicated the decrease in the attitude and motivation of students at higher levels in both regions toward STEM. When the results of the research were evaluated in terms of the sub-factors, the science and engineering values of secondary school students in the suburban were higher than the values of the students in metropolitan. It was not found a significant difference between the students’ technology and mathematics values for both metropolitan and suburban. There was a significant difference between the 7th grade students’ science, technology, engineering, and mathematics values instructed in metropolitan and suburban in favor of the students instructed in suburban. It was calculated that there was not a significant difference between the 6th and 8th grade students’ all values for both the regions. It was only calculated that there was a significant difference between the 5th grade students’ mathematics value. Investigations on gender factors showed that the female students’ science, technology, engineering, and mathematics values were generally lower than the male students’ values for both the regions.

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Development and application of a scale to measure students’ STEM continuing motivation

Cited by 27 publications

References 42 publications

Digital Tools Entering the Scene in STEM Activities for Physics Teaching

Digital Tools Entering the Scene in STEM Activities for Physics Teaching

Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students

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