Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

Vaval, Luronne; Bowers, Alex J.; Rangel, Virginia Snodgrass

doi:10.1002/sce.21534

Cited by 17 publications

(8 citation statements)

References 48 publications

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“…First, our finding that students' math and science motivational beliefs should be considered together points to the value of an integrated STEM approach in schools. More schools are becoming “STEM‐focused” as a way to improve science and math learning and to diversify the pipeline of students who choose to major in STEM or to pursue STEM careers (LaForce et al, 2016; Lynch et al, 2018; Peters‐Burton, Lynch, Behrend, & Means, 2014; Vaval et al, 2019). How students' science and math beliefs cohere into four groups suggest that schools should take such an integrated approach, putting in place coursework, teacher supports, and enrichment opportunities that seek to enhance students' beliefs about and improve their learning across STEM disciplines.…”

Section: Discussionmentioning

confidence: 99%

“…We used six distal outcomes that the literature identifies as predictive of STEM career outcomes (Vaval, Bowers, & Snodgrass Rangel, 2019). Those were the total number of STEM credits students accrued throughout their high school career (XCREDSTEM), the number of math credits accrued (X3TCREDMAT), the number of science credits accrued (X3TCREDSCI), and students' total calculated high school grade point average (GPA) for the STEM‐related courses (X3TGPASTEM), math courses (X3TGPAMAT), and science courses (X3TGPASCI).…”

Section: Methodsmentioning

confidence: 99%

“…Our findings suggest that grouping UR racial and ethnic minorities into one category likely masks important intragroup variability. A fourth possible explanation is rooted in recent findings that those U.S. high schools with the highest median percentages of Latinx and African American students also were the ones that provided the most STEM learning opportunities to their students (Vaval et al, 2019). In other words, the greater diversity in math and science beliefs among racially and ethnically UR students may be the result of U.S. high schools improving how they engage UR students in those subjects.…”

Section: Student Race and Ethnicitymentioning

confidence: 99%

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Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

2020

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The purpose of this study was to investigate the math and science beliefs of underrepresented students, with a focus on first-generation college (FGC) students. We do so by estimating a typology of high school students based on their mathematics and science beliefs and examining which group(s) students were more likely to be in. We used latent profile analysis and a nationally representative sample of high school students from the High School Longitudinal Study of 2009. We identified four groups, low-all, medium-low science/medium-high math, medium-high science/medium-low math, and high-all. Among these four groups, FGC students were overrepresented among students in the low-all group, which had negative math and science beliefs and the worst math, science, and STEM (science, technology, engineering, and mathematics) outcomes. Our findings have for research on FGC students as well as for practitioners who work with them.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Student Race and Ethnicitymentioning

confidence: 99%

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Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

2020

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“…In line with these approaches, educational programs focused on STEM education have aroused the interest of politicians, researchers, teachers and students concerned with improving and gaining access to better scientific literacy [21]. Today, STEM education is widely accepted as a method that synthesizes mathematics, engineering, technology, and science for critical thinking, creativity, innovation, and real-world problem solving [22,23].…”

Section: Introductionmentioning

confidence: 99%

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

2020

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Several international institutions emphasize the need to develop a comprehensive education in STEM areas (Science, Technology, Engineering, Mathematics) to improve learning, competences and student perception of these subjects. The general objective of this study was to analyze the teaching effectiveness, from a cognitive and emotional perspective, of a STEM workshop versus an academic-expositional methodology in the science classroom in primary education. The research design was quasi-experimental with a control group, an experimental group, a pre-test and two post-tests. By means of a randomized probabilistic sampling, 256 students between 10 and 12 years old participated. Cognitive, emotional, attitudinal and gender variables were analyzed according to two teaching methodologies, an expository academic methodology for the control group and an active methodology based on the development of a practical STEM workshop for the experimental group. The results reveal that both methodologies are equally effective in short-term learning, but statistically significant differences are found in long-term learning, in favor of STEM workshops. Likewise, the STEM workshop mainly generates positive emotions and attitudes in the students compared to the transmission-reception methodology applied with the control group.

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“…As mentioned earlier, enabling students to apply interdisciplinary knowledge, methods, and abilities to solve real-world problems is one of the goals of STEM education (Hoeg and Bencze, 2017;Jiang et al, 2019;Vaval et al, 2019). STEM curricula are therefore interdisciplinary, requiring individuals to integrate concepts, methods, and/or theories from two or more disciplinary sources to solve complex problems involving core ideas (Bautista et al, 2015).…”

Section: Integrating Interdisciplinary Curriculum Content Around Core Ideasmentioning

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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Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

Cited by 17 publications

References 48 publications

Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

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

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