2012
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Abstract: This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [2011] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [2009] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from http://www.wellcome.ac.uk/perspectives; O… Show more

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citations
Cited by 98 publications
(87 citation statements)
references
References 130 publications
(199 reference statements)
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“…In the beginning, STEM was implemented in undergraduate programs (Sanders, 2009). When we realized that students were losing their interest in science in earlier grades (Osborne & Dillon, 2008;National Research Council, 2012;Vedder-Weiss & Fortus, 2012), STEM gained more momentum by moving into K-12 education, despite the fact that the U.S. Department of Education Office for Civil Rights (2014) shows that only 50% of the high schools offer calculus, and only 63% offer physics. The report also underlines the lack of access to core courses (e.g.…”
Section: Defining Stem Educationmentioning
confidence: 99%
“…Learning science, cognitive science, and educational research have contributed key principles in designing STEM learning environments (Krajcik & Shin, 2014;National Research Council, 2007, 2012Sawyer, 2014). These principles include: 1) support deep learning of key scientific principles; 2) engage students in making sense of phenomena and designing solutions to problems using scientific and engineering practices, 3) create contexts that motivate and challenge learners, 4) build integrated understanding over time, 5) combine the use of scientific ideas and scientific and engineering practices to develop integrated understanding and 6) make students' thinking visible.…”
Section: Design Is a Key Idea In Stem Educationmentioning
confidence: 99%
“…U.S. students showed higher levels of motivation to learn science at lower grade levels compared with a lower motivation to learn science at higher grade levels (Vedder-Weiss & Fortus, 2012). Britner (2008) has reported an alarming decline in U.S. student enrollment and motivation in science at both high school and college levels.…”
Section: Introductionmentioning
confidence: 99%
“…Alguses rakendati STEM-haridust bakalaureuseprogrammides (Sanders, 2009). Kui mõisteti, et õpilased kaotavad huvi loodusteaduste vastu juba nooremates klassides (Osborne & Dillon, 2008;National Research Council, 2012;Vedder-Weiss & Fortus, 2012), asuti loodusteaduste populariseeri miseks STEM-õppeainetele enam rõhku panema ka põhi-ja keskkooli astmetes, kuigi USA Haridusministeeriumi inimõiguste ameti (U.S. Department, 2014) hinnangul õpetatakse vaid 50% gümnaasiumitest arvutamist, samas füüsikat õpetatakse 63% koolidest. Lisaks rõhutatakse aruandes, et juurdepääs põhikursustele (nt bioloogia-, keemia-, algebrakursusele) on piiratud.…”
Section: Mis On Stem-haridus?unclassified
“…Tagasisidet võib sageli olla raske taluda, kuid just see parandab lõpptulemust. Uuringud loodusteaduste õppimise, kognitiiv-ja haridusteaduste valdkonnas on võimaldanud sõnastada peamised põhimõtted, millest tuleks STEM-õpikeskkonna loomisel lähtuda (Krajcik & Shin, 2014;National Research Council, 2007, 2012Sawyer, 2014). Need põhimõtted on järgmised: 1) toetada olulisimate teaduslike põhimõtete sügavat omandamist; 2) innustada õpilasi viisil, mis tekitaks tahtmise nähtusi mõista ja probleemidele lahendusi leida, kasutades selleks loodus-ja inseneriteaduslikke praktikaid, 3) luua õpilasi motiveeriv ja huvi pakkuv õpikeskkond, 4) luua ajapikku asjadest ja nähtustest terviklik arusaamine, 5) ühendada teaduslike ideede ning loodus-ja inseneriteaduslike praktikate kasutamine, et saavutada näh-tuste terviklik mõistmine, ning 6) visualiseerida õpilaste mõttetegevust.…”
Section: Disain Kui Stem-hariduse Keskne Ideeunclassified