STEM in Transition from Primary School to Middle School: Primary School Students   Attitudes

Karalar, Halit; Sidekli, Sabri; Yıldırım, Bekir

doi:10.26822/iejee.2021.221

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…Meanwhile, it implies that there needs more research on science instruction in the transition grades (Karalar et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Exploring The Association of Student Perceptions of Their Teachers’ Science Instruction and Emotional Engagement and The Variance between Grade Level

Xia,

Tai

2024

Preprint

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Previous research has consistently shown students have higher learning interests attitudes, and motivation toward science in elementary compared to middle and high school. However, the key predictors behind the observed differences in engagement levels across grade levels remain unclear. This study aims to identify the association between students’ perceptions of science instruction and their emotional engagement, as well as examine the differences across various educational stages. A multilevel random effect model was employed to investigate this association. In addition, the analysis examined whether the associations vary between grade levels. A sample of 6465 students from 25 schools participated in the study.This study shows that students in higher grades have significantly lower emotional engagement compared to third-grade students. Similarly, students in higher grades have significantly lower values on perceptions of science instruction of interesting science and understandable science decrease compared to third grade. Findings reveal significant associations between students’ perceptions of science instruction, both in perceiving interesting science instruction and understandable science instruction, and their emotional engagement in science learning. The interaction term (Perception of Interesting Science Instruction × Grade) of Grades four, six through eight, and grade 12 are statistically significantly related to emotional engagement, indicating that more positive slopes correspond to high-grade level than third-grade students. The increase in students’ perception of interesting science has the steepest slope of improvement in students’ emotional engagement in 6thgrade. We find no statistically significant difference between grades in students’ perception of understandable science and emotional engagement.Interesting and understandable science classes have positive correlations with students’ emotional engagement in science learning. For future studies, it is worth exploring science instruction during transition grades to better address and mitigate the observed difference in emotional engagement.

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“…Meanwhile, it implies that there needs more research on science instruction in the transition grades (Karalar et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Exploring The Association of Student Perceptions of Their Teachers’ Science Instruction and Emotional Engagement and The Variance between Grade Level

Xia,

Tai

2024

Preprint

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“…The JBI Checklist for Systematic Review and Research Syntheses was used to select studies for this literature review. The checklist has 11 questions, and the inclusion criteria are scored as “yes,” “no,” “unclear,” or “not applicable.” [82] The automated inclusion and exclusion criteria were conducted by the three researchers who examined the search results by evaluating the abstracts to determine the suitability of the study for the analysis of the type of factor, the factors and the strategy used to enhance girls' participation in STEM subjects. Furthermore, studies were excluded if they did not meet the criteria after an objective comparison of the independent researchers' decisions.…”

Section: Methodsmentioning

confidence: 99%

“…The checklist has 11 questions, and the inclusion criteria are scored as "yes," "no," "unclear," or "not applicable." [82] The automated inclusion and exclusion criteria were conducted by the three researchers who examined the search results by evaluating the abstracts to determine the suitability of the study for the analysis of the type of factor, the factors and the strategy used to enhance girls' participation in STEM subjects.…”

Section: Quality Appraisalmentioning

confidence: 99%

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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“…Данный факт подтвержден исследованиями ученого в области влияния игры на развитие способностей, составляющих одаренность в математике. Х. Каралар [12] считает необходимым в математическом образовании использовать STEM-технологию. Ученый рассматривает приращение математических способностей у дошкольников и учеников начальных классов, говоря о преемственности, в русле предметной образовательной среды для математического развития.…”

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Model of Development of Mathematical Giftedness of Younger Students

Sergeeva,

Mikerova,

Zateeva

et al. 2022

СПНО (MPSE)

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Technical and Economic Lyceum" of the city of Novorossiysk, one of the leading educational institutions in the south of Russia. School graduates demonstrate consistently high results in mathematics (results of the Unified State Exam, Olympiad, competitions). Thus, work on the development of mathematical giftedness must begin with elementary school. So, the goal of the work is to theoretically justify, develop a model for the development of mathematical giftedness of younger students and experimentally test its effectiveness. Testing and experimental verification of the model for the development of mathematical giftedness of younger students developed in the study made it possible to assess its effectiveness. The practical significance of the research results lies in the fact that the level of development of mathematical talent of students is determined, a system for the development of mathematical talent of students in mathematics lessons has been developed; presented methods, forms and means that contribute to the development of mathematical talent in younger students; the levels of assessment of the formation of this type of giftedness are determined. The effectiveness was proved by comparing the empirical value of the Kramer-Welch Tap test with a critical value of T0.05 = 1.96. Comparison of the results of diagnostics of the experimental group at the stating and control stages of the experiment Temp = 7.57 > 1.96 -determines the validity of the alternative hypothesis about the significance of differences at the level of 95%. The author's concept of the development of mathematical talent of younger students, described in the article, developed on its basis a model consisting of components: targeted, methodological, procedural, diagnostic, effective and complex methods for the development of mathematical talent of students will allow expanding the ideas of world science scientists about this phenomenon.

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STEM in Transition from Primary School to Middle School: Primary School Students Attitudes

Cited by 5 publications

References 29 publications

Exploring The Association of Student Perceptions of Their Teachers’ Science Instruction and Emotional Engagement and The Variance between Grade Level

Exploring The Association of Student Perceptions of Their Teachers’ Science Instruction and Emotional Engagement and The Variance between Grade Level

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Model of Development of Mathematical Giftedness of Younger Students

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