Stability and volatility of STEM career interest in high school: A gender study

Sadler, Philip M.; Sonnert, Gerhard; Hazari, Zahra; Tai, Robert H.

doi:10.1002/sce.21007

Cited by 535 publications

(466 citation statements)

References 27 publications

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“…The results show that students' individual interest in physics over the course investigated in the present study (up to six months between T1 and T2) remains relatively stable (see high auto-regression between T1 and T2 in within-part of the model in Figure 3). This is in line with theoretical considerations on the stability or changeability of individuals' belief systems (e.g., Rokeach, 1985) as well as previous studies showing interest as a relatively stable preference in students (e.g., Hofstein & Welch, 1984;K€ oller et al, 2001;Sadler, Sonnert, Hazari, & Tai, 2012;Tracey, Robbins, & Hofsess, 2005). However, the results also reveal that students' interest at T2 is predicted by the teacher or more specifically the teachers' motivation and enthusiastic teaching behaviors (see between-part of the model in Figure 4).…”

Section: Interest and Its Relation To Achievementsupporting

confidence: 90%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: Interest and Its Relation To Achievementsupporting

confidence: 90%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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“…College students reported that their decision to consider a STEM major was made during high school rather than at graduation; student interest was found to be the important consideration, followed by parental influence, earning potential, and teacher influence, respectively [4]. These findings strongly suggest introduction to these fields in a memorable manner during high school is vital if students are to be encouraged to pursue STEM fields, especially within engineering [5].…”

Section: Introductionmentioning

confidence: 94%

Discovery Program: Integrating Biomedical Engineering Graduate Instructors With High School Stem Curriculum

Huyer

Conant

Bui

et al. 2018

PCEEA

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“…Öz-düzenleyici öğrenme, öğrencilerin kendi öğrenme hedeflerini belirledikleri, Çünkü öğrencilerin fizik ve biyoloji dersi için erken yıllarda geliştirdikleri kaynak yönetimi stratejileri daha sonraki yıllarda ve üniversitede fizik ve biyoloji öğrenme yöntemlerini etkilemektedir (Sadler, Sonnert, Hazari, & Tai, 2012).…”

Section: Sonuç Ve Tartışmaunclassified

Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

Alpaslan¹

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of this study is to examine the differences and the relations between ninth grade students' resource management strategies in biology and physics. A total of 603 ninth graders from three high schools in Muğla in Turkey participated in the study. A short version of the Motivated Strategies for Learning Questionnaire including managing time and study environment, effort management, peer learning and helpseeking was administrated. Repeated multivariate analysis of variance (MANOVA)s and confirmatory factor analysis were utilized. Results showed that students reported a higher usage of managing time and study environment, peer learning and help-seeking biology than in physics, whereas a higher usage of effort management in physics than in biology. Also it was found that students' resource management strategies in both courses were correlated to each other. The implications and future directions were discussed.Key words: biology education, learning strategies, physics education, resource management strategies. SummaryIntroduction: In the twenty-first century students are expected to regulate and evaluate their own learning, and choice appropriate learning strategies accordingly. These expectations highlight the characteristics of self-regulated leaners who are do self-monitoring, planning, and regulation in the learning processes. Resource management strategies, sub-dimensions of selfregulated learning, concern how a learner regulates effort, time and study environment. Pintrich (2004) defined four resource management strategies including time and study environment, effort regulation, peer learning and help seeking.Studies have reported that resource management strategies are important factors effecting students cognitive and motivation in physics and achievement in biology.

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Stability and volatility of STEM career interest in high school: A gender study

Cited by 535 publications

References 27 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Discovery Program: Integrating Biomedical Engineering Graduate Instructors With High School Stem Curriculum

Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

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