Do Science, Technology, Engineering and Mathematics (STEM) Experimentation Outreach Programs Affect Attitudes towards Mathematics and Science? A Quasi-Experiment in Primary Education

Cézar, Raquel Fernández; Garrido, Dunia; Pinto, Natalia Solano

doi:10.3390/math8091490

Cited by 15 publications

(14 citation statements)

References 39 publications

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“…The sample comprised 352 pupils of schools who applied for participation in the STEM experimentation outreach program "To know the science of today opens the doors of tomorrow" in the 2017-2018 academic year. The outreach programme consisted of a short intervention using scientific experiments and was described in Fernández-Cézar et al [54]. Seven schools from Castilla La Mancha, Spain, participated.…”

Section: Participantsmentioning

confidence: 99%

“…In this study, the instruments that were part of the questionnaire were chosen according to the following criteria: originally written in Spanish to avoid translation and not lengthy to avoid possible fatigue among young students. Thus, authors have measured the attitude towards mathematics with the Auzmendi scale of attitude towards mathematics modified, ASMAm [54]. The items were evaluated on a five-point Likert scale, where 1 means totally disagree and 5 means totally agree.…”

Section: Instrumentsmentioning

confidence: 99%

“…The attitude towards science was measured with the attitude towards school science scale, ASSci [54]. In this case, higher scores indicate a more positive attitude towards school science, with scores ranging from 8 to 40.…”

Section: Instrumentsmentioning

confidence: 99%

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Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

2021

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

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Section: Participantsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

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Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

2021

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“…In this study, we chose the survey instrument using the following criteria: Originally written in Spanish (to avoid translation and cultural mismatch) and not lengthy (to avoid the possible saturation of the young students) [39]. The form was composed of 21 items (see Table 1) extracted and modified from the Questionnaire of Opinions on Science, Technology, and Society [40].…”

Section: Instrumentmentioning

confidence: 99%

Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

et al. 2020

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In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided.

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“…Some studies [34,35] found a positive correlation between self-efficacy and academic success, such that a strong sense of self-efficacy predicts increased performance and success, which then become grounds for greater self-efficacy. In particular, Kazempour [36], in a study of future teachers, points out that understanding the negative experiences and difficulties with science for pre-service teachers (PSTs)allows one to better understand their low self-efficacy and negative attitude towards science teaching, as well as the interrelation between beliefs, self-efficacy and attitude towards science if lasting changes that lead to an improvement in their teaching practices are wanted [36][37][38]. In addition, PSTs' attitudes are important, influencing students' motivation to choose STEM careers and influencing cognitive-affective variables such as self-efficacy, attitudes, motivation and beliefs [37,38].…”

Section: Introductionmentioning

confidence: 99%

An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents

2021

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The use of active and flipped methodologies has increased in recent years. Here, gamification uses typical elements of a game in different contexts, including that of education. Specifically, Escape Room games used as educational tools have potential for teaching–learning, and they can be beneficial because they can improve students’ motivation and emotions toward learning. This is particularly valuable in science, technology, engineering and mathematics (STEM) courses, where the cognitive factor and multidimensional domain are closely connected. This research presents an online-based Edu-Escape Room with science and sustainability contents as an educative tool in a STEM course. With the intervention proposed, we analyze how this tool influences the multidimensional domain (attitudes, self-efficacy and emotions) of pre-service teachers (PSTs). According to attitude and self-efficacy analysis, it is observed that most of the items analyzed show an increase in self-efficacy and more positive attitudes after the intervention. In particular, Question 11 (Q11) indicates a significant difference. Concerning the results for emotion, the positive emotions “joy”, “satisfaction” and “fun” are significantly increased after the intervention. However, the negative emotions “nervousness”, “frustration” and “concern” also increase, partly due to the game characteristics. The proposed activity had a medium effect on items with significant differences except for the emotion “frustration”, where the intervention had a large effect according to effect size (ES) analysis. According to the principal component analysis (PCA), the attitudes, self-efficacy and emotions of the PSTs are positively correlated, and the influence of the proposed activity shows a significant improvement in these variables. Finally, the structural equation modeling partial least squares (SEM-PLS) analysis showed the effects that the instruction has on the PSTs’ emotions and also that they had a significant effect on the positive attitudes towards and self-efficacy in science. Therefore, there are multiple benefits in the multidimensional domain of PSTs of having implemented the proposed online-based Edu-Escape Room.

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Do Science, Technology, Engineering and Mathematics (STEM) Experimentation Outreach Programs Affect Attitudes towards Mathematics and Science? A Quasi-Experiment in Primary Education

Cited by 15 publications

References 39 publications

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents

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