nach oben

Journal of Science Education and Technology

Erschienen in:

13.12.2017

After-School and Informal STEM Projects: the Effect of Participant Self-Selection

verfasst von: David B. Vallett, Richard Lamb, Leonard Annetta

Erschienen in: Journal of Science Education and Technology | Ausgabe 3/2018

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This research represents an unforeseen outcome of the authors’ National Science Foundation Innovation Technology Experiences for Students and Teachers (ITEST) program grant in science education. The grant itself focused on the use of serious educational games (SEGs) in the science classroom, both during and after school, to teach science content and affect student perceptions of science and technology. This study consists of a Bayesian artificial neural network analysis, using the preintervention measures of affect, interest, personality, and cognitive ability, in members of both the treatment and comparison groups to generate the probabilities that students would opt into the treatment group or choose not to participate. It appears, from this sample and the sampling methods of other related studies within the field, that despite sometimes profound results from technology interventions in science, interventions are affecting only those who already have a strong interest in STEM due to the manner in which participants are recruited.

Vorheriger Artikel Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

Nächster Artikel Effectiveness of an Asynchronous Online Module on University Students’ Understanding of the Bohr Model of the Hydrogen Atom

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Adkins, R.C. (2012). American desperately needs more STEM students: here’s how to get them. Forbes 7/05/2012. Retrieved from http://www.forbes.com/sites/forbesleadershipforum/2012/07/09/america-desperately-needsmore-stem-students-heres-how-to-get-them/.

Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2010). Erratum to: relating narrative, inquiry, and inscriptions: supporting consequential play. Journal of Science Education & Technology, 19(4), 387–407. https://doi.org/10.1007/s10956-010-9220-0.CrossRef

Barko, T., & Sadler, T. D. (2013). Learning outcomes associated with classroom implementation of a biotechnology-themed video game. American Biology Teacher (University Of California Press), 75(1), 29–33. https://doi.org/10.1525/abt.2013.75.1.7.CrossRef

Byars-Winston, A., Estrada, Y., Howard, C., Davis, D., & Zalapa, J. (2010). Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis. J Couns Psychol, 57(2), 205–218. https://doi.org/10.1037/a0018608.CrossRef

Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: science identity as an analytic lens. J Res Sci Teach, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237.CrossRef

Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. J Soc Issues, 67(3), 469–491. https://doi.org/10.1111/j.1540-4560.2011.01710.x.CrossRef

Clark, D. B., Nelson, B. C., Chang, H., Martinez-Garza, M., Slack, K., & D'Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: comparison of learning and affective outcomes for students in Taiwan and the United States. Comput Educ, 57(3), 2178–2195. https://doi.org/10.1016/j.compedu.2011.05.007.CrossRef

Corter, J. E., Esche, S. K., Chassapis, C., Ma, J., & Nickerson, J. V. (2011). Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories. Comput Educ, 57(3), 2054–2067. https://doi.org/10.1016/j.compedu.2011.04.009.CrossRef

Dimitrov, D. (2009). Quantitative research in education: intermediate and advanced methods. Oceanside: Whittier.

DiSalvo, B., Guzdail, M., Mcklin, T., Meadows, C., Perry, K., Steward, C., Bruckman, A. (2009). Glitch game testers: African American men breaking open the console. Proceedings of DiGRA.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education & Technology, 18(1), 7–22. https://doi.org/10.1007/s10956-008-9119-1.CrossRef

Ekstrom, R. B., French, J. W., Harman, H. H., & Dermen, D. (1976). Kit of factor referenced cognitive tests. Princeton: Educational Testing Service.

Feinstein, N. W., & Meshoulam, D. (2014). Science for what public? Addressing equity in American science museums and science centers. J Res Sci Teach, 51(3), 368–394. https://doi.org/10.1002/tea.21130.CrossRef

Green, M. & Ohlsson, M. (2007). Comparison of standard resampling methods for performance estimation of artificial neural networks. Third Annual Conference on Computational Intelligence in Medicine and Healthcare.

Jones, L.K. (1987). The Career Key. Raleigh, NC: Author. (Originally published by Ferguson in Chicago).

Ketelhut, D. J. (2010). Assessing gaming, computer and scientific inquiry self-efficacy in a virtual environment. In L. A. Annetta & S. Bronack (Eds.), Serious educational game assessment: practical methods and models for educational games, simulations, and virtual worlds (pp. 1–18). Amsterdam: Sense Publishers.

Lamb, R., Annetta, L.A., Meldrum, J., & Vallett, D. (2012). Constructing and validating the science interest survey. International Journal of Science and Mathematics Education, 10(3), 643–688.

Lamb, R. L., Vallett, D.B., & Annetta, L. (2014). Development of a short form measure or science and technology self-efficacy using Rasch analysis. Journal of Science Education and Technology, 23(5), 641–657. 10.1007/s10956-014-9491-y.

Lamb, R., Cavegnetto, A., & Akmal, T. (2016). Examination of the nonlinear dynamic systems associated with student cognition while engaging in science information processing. International Journal of Science and Mathematics Education, 14(Suppl 1), S187–S205.

Larzelere, R. E., Kuhn, B. R., & Johnson, B. (2004). The intervention selection bias: an underrecognized confound in intervention research. Psychol Bull, 130(2), 289–303. https://doi.org/10.1037/0033-2909.130.2.289.CrossRef

Lee, J., Liu, X., Amo, L. C., & Wang, W. L. (2013). Multilevel linkages between state standards, teacher standards, and student achievement: testing external versus internal standards-based education models. Educational Policy, 0895904813475708.

Messick, S. (1980). Test validity and the ethics of assessment. Am Psychol, 35(11), 1012–1027. https://doi.org/10.1037/0003-066X.35.11.1012.CrossRef

Mutegi, J. W. (2013). “life’s first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students. J Res Sci Teach, 50(1), 82–103. https://doi.org/10.1002/tea.21065.CrossRef

National Science Foundation (2010). Science and engineering indicators 2010. Arlington, VA.

Palmer, R. T., Maramba, D. C., Elon Dancy, I. I., & T. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. Journal Of Negro Education, 80(4), 491–504.

Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M. (2014). Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University Summer Health Disparities Research Program. PLoS One, 9(9), 1–13. https://doi.org/10.1371/journal.pone.0108497.CrossRef

Sanchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Comput Educ, 57(3), 1943–1952. https://doi.org/10.1016/j.compedu.2011.04.012.CrossRef

Schifter, C. C., Ketelhut, D., & Nelson, B. C. (2012). Presence and middle school students’ participation in a virtual game environment to assess science inquiry. Journal of Educational Technology & Society, 15(1), 53–63.

Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M., & Messner, R. (2012). Teaching methods for modeling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educ Stud Math, 79(2), 215–237. https://doi.org/10.1007/s10649-011-9341-2.CrossRef

Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171(3972), 701–703. https://doi.org/10.1126/science.171.3972.701.CrossRef

Simpson, J. C. (2000). Segregated by subject: racial differences in the factors influencing academic major between European Americans, Asian Americans, and African, Hispanic, and Native Americans. J High Educ, 72, 63–100.

Slovacek, S. P., Peterfreund, A. R., Glenn, D. K., Whittinghill, J. C., Tucker, S., Rath, K. A., & Reinke, Y. G. (2011). Minority students severely underrepresented in science, technology engineering and math. Journal Of STEM Education: Innovations & Research, 12(1/2), 5–16.

Wang, S.-C. (2003). Artificial neural network. In S.-C. Wang (Ed.), Interdisciplinary computing in Java (pp. 81–100). New York: Springer. https://doi.org/10.1007/978-1-4615-0377-4_5.CrossRef

Warren, S. J., Dondlinger, M., & Barab, S. A. (2008). A MUVE towards PBL writing: effects of a digital learning environment designed to improve elementary student writing. J Res Technol Educ, 41(1), 113–140. https://doi.org/10.1080/15391523.2008.10782525.CrossRef

Yerrick, R. K., & Gilbert, A. (2011). Constraining the discourse community: how science discourse perpetuates marginalization of underrepresented students. Journal Of Multicultural Discourses, 6(1), 67–91. https://doi.org/10.1080/17447143.2010.510909.CrossRef

Zarrett, N., Malanchuk, O., Davis-Kean, P. E., & Eccles, J. (2006). Examining the gender gap in IT by race: young adults’ decisions to pursue an IT career. In J. M. C. W. Aspray (Ed.), Women and information technology: research on underrepresentation (pp. 55–58). Cambridge: MIT Press. https://doi.org/10.7551/mitpress/9780262033459.003.0002.CrossRef

Titel: After-School and Informal STEM Projects: the Effect of Participant Self-Selection
verfasst von: David B. Vallett
Richard Lamb
Leonard Annetta
Publikationsdatum: 13.12.2017
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 3/2018
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-017-9721-1

Premium Partner

Marktübersichten

Die im Laufe eines Jahres in der „adhäsion“ veröffentlichten Marktübersichten helfen Anwendern verschiedenster Branchen, sich einen gezielten Überblick über Lieferantenangebote zu verschaffen.

Zur Marktübersicht

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 3/2018

Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

Effectiveness of an Asynchronous Online Module on University Students’ Understanding of the Bohr Model of the Hydrogen Atom

Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom

Premium Partner

Marktübersichten