Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

Stevens, Sally J.; Andrade, Rosi; Page, Melissa

doi:10.1007/s10956-016-9629-1

Cited by 57 publications

(46 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The sustainable development of STEM education reflects one part of the target, at least scientific skills, to promote sustainable development [3]. Successful STEM education fosters individuals in learning achievements [5,7,28,29], authentic problem-solving skills [9,30,31], interests in STEM sub-subjects, and in pursuing STEM careers [10][11][12][13].…”

Section: The Stem Education Sustainable Development Goalmentioning

confidence: 99%

See 1 more Smart Citation

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

View full text Add to dashboard Cite

The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

show abstract

Section: The Stem Education Sustainable Development Goalmentioning

confidence: 99%

“…STEM education enhances not only students' learning achievement [5][6][7] but also authentic problem-solving skills [8,9]. Besides, STEM education fosters individuals in enjoyments in STEM sub-subjects and pursuance in STEM careers [10][11][12][13]. STEM education thereby reflects parts of such a target.…”

Section: Introductionmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Emociones, motivación y actitudes -Incrementa el interés y la motivación por aprender ciencias (1,4,6,8,10,11,16,17,23,26,27,33,37). -No mejora el interés por las ciencias del alumnado (15,35).…”

Section: Referidas a Implicaciones Educativasunclassified

“…Adquisición y transferencia del conocimiento -Mejora la adquisición y comprensión de los contenidos científicos (1,3,6,8,9,11,15,18,21,22,23,24,31,33,35). -Eleva el rendimiento académico (26,34). -Vincula los contenidos trabajados en el aula con el mundo real, permitiendo su aplicación y probando su utilidad (2,3,7,11,13,16,19,21,23,24,33,35).…”

Section: Referidas a Implicaciones Educativasunclassified

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Morales¹

2018

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

Resumen: El estudio de revisión aquí presentado tiene como propósitos: (1) aportar una panorámica del desarrollo de la línea de investigación que se ocupa del estudio de las salidas de campo como recurso didáctico en Didáctica de las Ciencias Experimentales; y, (2) sintetizar las principales implicaciones educativas referidas a la misma. Así, se revisaron los artículos publicados entre el año 2000 y 2017 y alojados en las bases de datos de Web of Science y Scopus. Los resultados obtenidos giran en torno a los campos: (1) autor/es y año; (2) país; (3) disciplina científica; (4) etapa educativa; (5) contexto; (6) metodología; y (7) implicaciones educativas. Los resultados principales apuntan a la irrupción de la producción científica sobre esta línea de investigación, a pesar de no abundar autores muy prolíficos en ella. Además, se ha comprobado que Estados Unidos es el país donde se realizan mayor número de trabajos, mientras que la etapa educativa preferente para ejecutar las salidas de campo es la Educación Primaria. Los espacios naturales se colocan como el contexto más visitado y el Medio Ambiente, la Biología y la Geología como las disciplinas predilectas para realizar salidas de campo. Finalmente, las principales implicaciones educativas señalan la promoción de actitudes y emociones positivas, así como la adquisición de los contenidos como puntos fuertes de las salidas de campo. Palabras clave: Enseñanza de las ciencias; salidas de campo; revisión sistemática; bibliográfico. Field trip as a didactic resource to teach sciences. A systematic review

show abstract

“…Previous studies have found enjoyment in science can be seen when students feel excited [44] and having fun while doing science learning activities [45]. In addition, the enjoyment of science can be described through fun learning science in the classroom, engage in the lab, talking about science, watch science programs and reading materials science oriented [42].…”

Section: Discussionmentioning

confidence: 99%

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Ismail¹,

Samsudin²,

Amin³

et al. 2018

IJET

View full text Add to dashboard Cite

The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

show abstract

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

Cited by 57 publications

References 20 publications

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Measuring Teachers’ Perceptions to Sustain STEM Education Development

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Contact Info

Product

Resources

About