How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools

Aeschlimann, Belinda; Makarova, Elena

doi:10.1016/j.ijer.2016.06.004

Cited by 59 publications

(48 citation statements)

References 30 publications

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“…Personal factors, such as motivation, were not considered by our study, so this calls for additional research. Aeschlimann, Herzog, and Makarova () proved an unexpectedly negative connection between the self‐perception of performance with the STEM field of study choice. Apparently, they found that boys with high self‐perceptions of achievement were less likely to choose a STEM field of study than would be expected, based on the empirical connection between high self‐perception of achievement, conversely, and higher grades and a higher intrinsic value, on the other.…”

Section: Discussionmentioning

confidence: 99%

“…Apparently, they found that boys with high self‐perceptions of achievement were less likely to choose a STEM field of study than would be expected, based on the empirical connection between high self‐perception of achievement, conversely, and higher grades and a higher intrinsic value, on the other. This effect is important since it shows that the STEM field of study choice is not necessarily the first choice even for high school students with high levels of interest and good performance in MAT, PHY, and CHE (Aeschlimann et al, ). All this gives us another reason to seek additional factors affecting the future study choices of today's youth, even in other parts of Europe.…”

Section: Discussionmentioning

confidence: 99%

“…We could acquire more ideas about how to foster initiative in STEM fields of study by high school students by including information on the STEM professions as part of the instructional design of classes, because that was found to be a significant predictor of a STEM field of study choice by high school students in Swiss research (Aeschlimann et al, ). In the Slovenian curriculum about STEM disciplines as study subjects, there is no special emphasis on information about STEM professions.…”

Section: Discussionmentioning

confidence: 99%

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Opinions about STEM content and classroom experiences as predictors of upper secondary school students' career aspirations to become researchers or teachers

Šorgo

Dojer

Golob³

et al. 2018

J Res Sci Teach

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The shortage of qualified STEM teachers and researchers in these fields can be recognized as an existing and forthcoming problem. The aim of the present study was to explore the influence of the content of STEM subjects Biology, Chemistry, Informatics, Mathematics, Physics, and Technics and Technology and corresponding classroom experiences, as perceived by students, in elementary and general secondary schools on student's career aspirations and ambition to work as researchers or educators as their career choice. The sample comprised 552 upper general school students (ages 17 to 19) in their last two years before entering University. We hypothesized that a combination of general interest in each of the six listed disciplines, together with the content taught in elementary and upper secondary school, together with respective classroom experiences, will influence career aspirations expressed by ranking their wish to work as educators or researchers. With the use of Structural Equation Modeling, we revealed that Biology, Chemistry, and Physics can statistically significantly explain career aspirations to become a researcher. However, Informatics, Mathematics, and Technics and Technology cannot. None of the listed disciplines positively predicts career aspirations to become an educator. From the correlation between ranked aspirations toward a research and an educational career (r 5 -.03; p 5 .964), we can conclude that most of those who considered a career as a researcher as a plausible option do not share the same opinion about a career in education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Opinions about STEM content and classroom experiences as predictors of upper secondary school students' career aspirations to become researchers or teachers

Šorgo

Dojer

Golob³

et al. 2018

J Res Sci Teach

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“…By increasing student autonomy and motivation and generating a positive attitude toward learning, CBL is especially useful in STEM education as these three factors play an important role in improving student achievement. Research on STEM students has shown that increased perceived autonomy (Black & Deci, 2000;Hall & Webb, 2014), motivation (Aeschlimann, Herzog, & Makarova, 2016), and positive emotions and attitudes (Pekrun, Hall, Goetz, & Perry, 2014;Pekrun & Stephens, 2010) significantly predict improved performance. The mediation between motivation and positive emotions or attitudes and between perceived autonomy and learning outcomes found for CBL has also been observed in STEM higher education.…”

Section: Theoretical Basis For Competency-based Learningmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

121

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Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

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“…In order to increase the rate of employment in STEM fields, students should be interested in these fields, prefer these fields in their career path and first of all, they should have high motivation towards STEM fields. Because motivation is one of the variables that highly affect students' career choice and career interest (Wang, 2013;Christensen, Knezek & Tyler-Wood, 2015;Bahar &Adiguzel, 2016;Aeschlimann, Herzog & Makarova, 2016). In this context, the motivation of students towards STEM fields is gaining importance.…”

Section: Introductionmentioning

confidence: 99%

Motivation Scale for STEM Fields

Kızılay

Yamak

Kavak

2019

Journal of Computer and Education Research

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Article Info AbstractIn this study, it is aimed to develop a measurement tool to be used to determine the motivation of high school students towards STEM fields. 29-item motivation scale trial form for STEM fields was applied to 462 high school students in their 2016-2017 academic years, studying in four schools of Kayseri. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed for the construct validity through the data set obtained from the study group. According to the results of Exploratory Factor Analysis (EFA), it was determined that the scale consisted of 22 items and 4 sub-dimensions. Scale subdimensions were named as: confidence, relevance, attention, satisfaction. It was determined that the four-factor structure related to the scale explained 78% of the total variance. The Cronbach alpha coefficient was 97 for the whole scale.

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How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools

Cited by 59 publications

References 30 publications

Opinions about STEM content and classroom experiences as predictors of upper secondary school students' career aspirations to become researchers or teachers

Opinions about STEM content and classroom experiences as predictors of upper secondary school students' career aspirations to become researchers or teachers

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Motivation Scale for STEM Fields

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