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Perceptions Of College University Students On High School Science And Stem Courses
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Book Synopsis Perceptions of College/university Students on High School Science and Stem Courses by : Brian Park
Download or read book Perceptions of College/university Students on High School Science and Stem Courses written by Brian Park and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the years, the evolution of science along with technology, engineering, and mathematics has been noticeably evident while science education, on the other hand, has shown little development. The research study aimed to investigate future change initiative implementation in secondary science curricula. In addition, the purpose of the research was to learn and examine postsecondary students' perceptions of how well secondary science education prepared them for the postsecondary level plus for schools to utilize the feedback received from students to further improve the quality of science education. The data for the study were collected through semi-structured interviews with 10 college/university students who had experience in both secondary and postsecondary science education. From data analysis, three themes were identified: Insufficient Knowledge, Need Science, Technology, Engineering, and Mathematics (STEM) Guidance, and Improvement in Syllabus and Teaching. The description of each determined theme included the research participants' perceptions of secondary and postsecondary STEM, their interview responses, and the commonalities they shared. Overall, the findings indicated the need for science or STEM curriculum changes, STEM awareness plus guidance, and effective instructional strategies for the enhancement of student preparation for higher education.
Book Synopsis Snapshot of Rural Appalachian High School Students' College-going and STEM Perceptions by : Pamela Rosecrance
Download or read book Snapshot of Rural Appalachian High School Students' College-going and STEM Perceptions written by Pamela Rosecrance and published by . This book was released on 2017 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: We examined 892 high school student's perceptions related to college-going and science, technology, engineering, math, and medical (STEMM) careers. Students were 10th and 11th graders attending three rural Appalachian high schools in the Southeastern U.S. Social Cognitive Career Theory was used to examine group differences in perceptions related to gender, perspective first-generation college student (PFGCS) status, and the presence or absence of aspirations to pursue a STEMM career. Young women and men scored similarly on all but one dependent variable, college-going self-efficacy, where young women scored higher. Students who plan to pursue a STEMM career had higher scores on every measure than those who do not plan to pursue a STEMM career. There was an emergence of a third PFGCS status group, students who were unsure of their parent's education level, indicating that this group of students should be examined in future research as a distinct group.
Book Synopsis College Learning for the New Global Century by : Association of American Colleges and Universities
Download or read book College Learning for the New Global Century written by Association of American Colleges and Universities and published by . This book was released on 2007 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: "College Learning for the New Global Century, published through the LEAP (Liberal Education and America's Promise) initiative, spells out the essential aims, learning outcomes, and guiding principles for a 21st century college education. It reports on the promises American society needs to make - and keep - to all who seek a college education and to the society that will depend on graduates' future leadership and capabilities." -- Foreword (p. vii).
Book Synopsis The Science Teaching Efficacy Belief Instruments (STEBI A and B) by : James Deehan
Download or read book The Science Teaching Efficacy Belief Instruments (STEBI A and B) written by James Deehan and published by Springer. This book was released on 2016-07-28 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.
Book Synopsis Student and Faculty Perceptions of Persistence in STEM Higher Education Programs by : Rahsirearl D. Smalls
Download or read book Student and Faculty Perceptions of Persistence in STEM Higher Education Programs written by Rahsirearl D. Smalls and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze and examine the support that is available to students at a North Central Texas Higher Education Institution. There is a global and national effort to increase the number of individuals entering STEM professions. Overall, there are not enough trained individuals to fill the number of STEM jobs that are available. This study investigated reasons that college students may or may not leave STEM programs. The mixed methods study included a Likert-scale survey as well as an opportunity for participants to provide open-ended responses about their personal experiences concerning STEM supports and barriers. In this study, an online survey was created based on existing literature on college student achievement. This survey was used to collect data from a sample of university students in science, technology, engineering, and math (STEM) majors in order to assess their learning experiences and to determine statistically significant predictors of their persistence to completion of their program of study. Regression analysis revealed that ability to pay and financial pressure was a statistically significant factor for student perception of intention to drop out of college. Regression analysis also revealed that academic quality was a statistically significant factor for student perception of intention to change majors. Qualitative analysis revealed several factors that students perceived as barriers to completing a STEM degree including financial pressure, difficulty of courses and ability to interact with faculty and staff. Implications of the study included providing peer mentoring and faculty mentoring for students, implementing scholarships and internship opportunities as well as exposing students to the support services available on campus.
Download or read book Access Denied written by George Campbell and published by Oxford University Press, USA. This book was released on 2000 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: African-Americans, Latinos and American Indians are still severely under-represented science, engineering and mathematics in the USA. These essays explore the participation of minorities in these fields and the outcomes of government and private programmes to increase opportunities.
Book Synopsis The Rural Effect by : Benjamin N. Pitchford
Download or read book The Rural Effect written by Benjamin N. Pitchford and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study was designed to examine the perceptions of students from a rural area regarding Science, Technology, Engineering, Mathematics (STEM), and STEM careers. STEM perceptions of high school students from a rural setting were determined using the STEM Semantics Survey. Survey results were analyzed to determine the mean ratings for each of five scales (Science, Technology, Engineering, Mathematics, and Careers in STEM) and to determine similarities and differences in female and male STEM perceptions. Results of a MANOVA indicated that males had statistically significantly more favorable perceptions of STEM and STEM careers overall. Independent samples t-test results for each scale indicated that the significant difference in female and male STEM perceptions was driven by the large difference on the Engineering scale. Females perceived engineering significantly less positively than did males, though females did have a slightly more positive perception of the field of Mathematics than did males. College students who attended the same rural high school as the high school student participants also completed the STEM Semantics Survey. Results of the survey were used to develop interview questions for the college students. Interview data from the college students revealed strong beliefs that, because they attended a rural high school, they had fewer, less engaging, and less rigorous STEM experiences than college students they knew who had attended more urban high schools. This rural effect permeated all discussions of their STEM perceptions. Having few STEM role models in their community, limited STEM resources in their school and community, and a community that did not place a high value on STEM were mentioned by college students as influencing their perceptions of STEM and STEM careers.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309484448 Total Pages :255 pages Book Rating :4.3/5 (94 download)
Book Synopsis Minority Serving Institutions by : National Academies of Sciences, Engineering, and Medicine
Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Book Synopsis The Role of interest in Learning and Development by : K. Ann Renninger
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Book Synopsis Teaching STEM to First Generation College Students by : Gail Horowitz
Download or read book Teaching STEM to First Generation College Students written by Gail Horowitz and published by IAP. This book was released on 2019-03-01 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do you ever feel like more and more of your students come to your classroom not knowing how to study or what to do in order to be successful in your class? Some students come to college knowing the ropes, knowing what it takes to be successful as STEM students. But many do not. Research shows that students who are the first-generation in their family to attend or complete college are likely to arrive at your classroom not knowing what it takes to be successful. And data shows that more first-generation students are likely to be arriving on your doorstep in the near future. What can you do to help these students be successful? This book can provide you with some research based methods that are quick, easy, and effortless. These are steps that you can take to help first-generation college students succeed without having to change the way you teach. Why put in this effort in the first place? The payoff is truly worth it. First-generation college students are frequently low-income students and from ethnic groups underrepresented in STEM. With a little effort, you can enhance the retention of underrepresented groups in your discipline, at your institution and play a role in national efforts to enhance diversity in STEM. "This book provides an excellent description of dealing with immigrant and first generation college STEM students whose socioeconomic backgrounds often hinder them from reaching their full potential. The text touches on various aspects of student, faculty and mentor interaction that will lead to the exploitation of the student natural talents and provide life changing outcomes." ~ Paris Svoronos, Ph.D. Queensborough Community College of CUNY "Gail Horowitz’s new book Teaching STEM to First Generation College Students is a timely and important resource to improve the success of college students who come from families with little or no experience in the US higher education system. “First-gens” are a growing population whose academic success is important to both the institutions they attend and our nation’s economy. Dr. Horowitz, an experienced chemistry educator, describes in detail the challenges first-gens face in historically difficult STEM classes. In doing so, she is honest but also optimistic. First-gens encounter difficulty not merely with the technical subject matter they may have been poorly prepared for in high school, but also with their own wrong-headed beliefs about how to study and where to find help on campus. At the same time, Horowitz is also highly respectful of the strengths that many first-gens bring to college, strengths often under the radar of instructors who may only see inexplicable behaviors they attribute to first-gens being clueless, unmotivated, or irresponsible. Horowitz provides an excellent review of constructs from psychology about students’ and teachers’ beliefs about academic success and failure, demonstrating that first gens are too often tripped by self-defeating and often incorrect beliefs about their legitimacy as college students and what it takes to pass difficult STEM courses. These, she explains, fuel first-gen students’ fear about revealing their ignorance and illegitimacy as college students. With clear-eyed and experienced-based optimism about techniques that help first-gens succeed, she then gives excellent, specific suggestions for faculty, graduate teaching assistants, and the students themselves to help first-gens learn to “do” STEM courses and college successfully. This is an important and highly-recommended book, a gift of honesty and hope, by an experienced STEM instructor who clearly cares deeply about first-gen students and their college experience." ~ Dr. Louise Hainline CUNY - Brooklyn College Director, Center for Achievement in Science Education (CASE) Director of NYS Collegiate Science and Technology Entry Program (CSTEP) Director of NIH Minority Access to Research Careers (MARC) Director, NSF Improving Undergraduate STEM Education (IUSE) Peer-Assisted Team Research program Director, Brooklyn College subcontract, NSF Institutional Research and Academic Career Development Awards (IRACDA) to SUNY Stony Brook "As the college population becomes more diverse, STEM instructors have a responsibility to cultivate the success of all students. In this important and engaging book, Gail Horowitz provides a valuable resource for understanding the educational experiences of first-generation students and why they often struggle in STEM courses. The author persuasively conveys two important insights. First, that first-generation students can achieve success in STEM courses by becoming self-regulated learners. Second, that college faculty and graduate instructors can easily introduce effective learning strategies into their courses. These arguments are supported by extensive references to the research literature, which provide a wealth of additional resources. Just as important, however, is the deep humanity that the author brings to her subject—a sincere belief that our classrooms and colleges are made better by the aspirations, resilience, and experiences of first-generation students." ~ Dr. Trace Jordan New York University "G. Horowitz’s book should be required reading for both teachers and students. It provides valuable insights into the behaviors and coping mechanisms of not only many first-generation college students, but also continuing generation students who struggle with STEM coursework. Recognizing these behaviors and mindsets is the first step towards becoming a better educator." ~ Leda Lee, M.S. Brooklyn College
Book Synopsis STEM Success for All by : Stephanie Boyce
Download or read book STEM Success for All written by Stephanie Boyce and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of participation of historically underrepresented groups (i.e., Hispanics, Blacks, and women) in science, technology, engineering, and mathematics (STEM) is a serious issue in the United States. Despite the intentional efforts at increasing STEM participation, Black and Hispanic high school students graduate significantly less prepared for college-level mathematics and science than their White counterparts. As a result, they are more likely to underachieve in college and inadvertently continue the cycle of STEM under representation in college. Using an anti-deficit perspective, this study explored a single high school science and math department's teachers' perceptions about Culturally Relevant Education (CRE) practices as facilitating or hindering STEM interest and science and math achievement among students of color. The following four behaviors of culturally relevant educators were explored: (a) using culture as a bridge to connect to academic skills and concepts, (b) facilitating students' critical reflection of their lives and society, (c) building students' cultural competence to take pride in their culture, and (d) critiquing of discourses of power to challenge the status quo. The study was conducted in a high school primarily serving students of color that has met and exceeded state expectations for the last four years. The study found that CRE practices were, in fact, perceived by teachers to be key in promoting the interest and academic achievement of their students. The teachers cited meaningful relationships with students, connecting their students interest with math and science content, the incremental process of empowering students, and departmental collaboration as the key contributing factors to their overall success. Recommendations and implications for practice, research, and policy are included.
Book Synopsis STEM Integration in K-12 Education by : National Research Council
Download or read book STEM Integration in K-12 Education written by National Research Council and published by National Academies Press. This book was released on 2014-02-28 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.
Book Synopsis High School Teacher Perceptions Regarding Student Engagement, College and Career Readiness, and Teacher Professional Development with STEM Education by : Barbara A. Hagerty
Download or read book High School Teacher Perceptions Regarding Student Engagement, College and Career Readiness, and Teacher Professional Development with STEM Education written by Barbara A. Hagerty and published by . This book was released on 2019 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis African American Students' Perceptions of the Development of Social Capital in a Science, Technology, Engineering, and Mathematics (STEM) Pre-college Program by : Rita Lester Fuller
Download or read book African American Students' Perceptions of the Development of Social Capital in a Science, Technology, Engineering, and Mathematics (STEM) Pre-college Program written by Rita Lester Fuller and published by . This book was released on 2008 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this qualitative study was to investigate how institutional agents and interpersonal networks contribute to the development of social capital in a pre-college academic enrichment program that focuses on science, technology, engineering and mathematics (STEM). The study used a social capital framework to examine the perceptions held by eight African American high school seniors who had participated in a STEM Pre-College Program for at least four years. Using an instrumental case study design, data were gathered through semi-structured interviews, observations, and focus groups interviews. The three themes that emerged from the analysis of data were: (a) institutional agents as extended family (b) institutional support through dialogue and discourse, and (c) empowerment. The themes revealed that African American students' interpersonal relationships with supportive and nurturing institutional agents can provide empowering STEM information, resources, and opportunities (social capital). Development of this social capital empowers students in terms of their self-efficacy to engage in advanced-level mathematics and science high school courses, STEM college majors, and STEM careers."--Abstract from author supplied metadata.
Book Synopsis High-ability College Students' Perceptions of Secondary School Science by : John Eichinger
Download or read book High-ability College Students' Perceptions of Secondary School Science written by John Eichinger and published by . This book was released on 1990 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Scholarship Reconsidered by : Ernest L. Boyer
Download or read book Scholarship Reconsidered written by Ernest L. Boyer and published by John Wiley & Sons. This book was released on 2015-10-06 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.
Book Synopsis Cognition, Metacognition, and Culture in STEM Education by : Yehudit Judy Dori
Download or read book Cognition, Metacognition, and Culture in STEM Education written by Yehudit Judy Dori and published by Springer. This book was released on 2017-12-01 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
