Enlivening STEM Education Through School-Community Partnerships

Tytler, Russell; Symington, David; Williams, Gaye; White, Peta

doi:10.1007/978-981-10-5448-8_12

Cited by 24 publications

(35 citation statements)

References 5 publications

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“…She described the classroom environment saying, “he [Mr. S] connects stuff to things that are more like relevant or whatever.” Sara went on to describe how the clean water program and Mr. S helped her decide on an engineering career path. When Sara described her engineering class experiences, she used words like “boring” and “pushing me away.” Recent movements in science education have emphasized the importance of socioscientific inquiry (Aikenhead, ; Tytler, Osborne, Williams, Tytler, & Cripps Clark, ; Sadler, Barab, Scott, ) and connections between science and students’ personal experiences for agency and identity development (Hazari et al, ; Mallya, Mensah, Contento, Koch, & Calabrese Barton, ; Tan, Calabrese Barton, Kang, & O'Neill, ). While some engineering prlograms do implement these practices, many do not.…”

Section: Discussionmentioning

confidence: 99%

Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Godwin

Potvin

2016

J Res Sci Teach

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This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however, her introductory university engineering experiences ultimately pushed her out of engineering. Drawing on critical agency theory, we argue that by paying careful attention to how and why women author their identities and build agency through their experiences in high school, we may gain insight into why women may choose an engineering path in college. Additionally, we examine how Sara's perceptions of engineering structures and practices chipped away at the critical engineering agency she developed and caused her to leave engineering after her first year in college.

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Section: Discussionmentioning

confidence: 99%

Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Godwin

Potvin

2016

J Res Sci Teach

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“…There is a long tradition from the 1960s onward of studying student interest, motivation, attitudes toward science learning, and quality of science teaching (Bennett, Hogarth, & Lubben, ; Hidi, Renninger, & Krapp, ; Osborne et al, ; Sjøberg & Schreiner, ). Research on student interest and motivation has revealed that science in general is interesting to students, but most students, especially girls, do not find school science and technology or careers in these fields interesting (Tytler, Osborne, Williams, Tytler, & Cripps Clark, ; Woolnough, ). Osborne et al () argue that students' interest in, motivation to, or attitudes toward school science and their beliefs as learners are important for their engagement in learning and have positive effects on the quantity and quality of learning outcomes (Chiang & Liu, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating optimal learning moments in U.S. and finnish science classes

Schneider

Krajcik

Lavonen³

et al. 2015

J Res Sci Teach

111

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This study explores how often students are engaged in their science classes and their affective states during these times, using an innovative methodology that records these experiences in situ. Sampling a subset of high schools in the U.S. and Finland, we collected over 7,000 momentary responses from 344 students over the course of a week. We examine engagement within and between students in different environments identifying common social and emotional factors they may be experiencing in their science classes, suggesting the challenges that the U.S. and Finland may encounter when implementing their new science standards (i.e., Next Generation of Science Standards and Finnish National Core Curriculum). We operationalize engagement as situational when students experience high levels of challenge, skill, and interest, which we term as optimal learning moments. Specifically we analyze: (i) the components of optimal learning; (ii) the relationship of optimal learning with other subjective measures; (iii) how optimal learning moments in science classes compare to other academic classes; and (iv) the extent that optimal learning moments predict an individual's perception of importance to self and future in science classes. Using several multivariate models, results show that when students are challenged in their classes and are appropriately skilled they are more likely to feel confident, successful, and happy during specific science classes as well as in other academic classes. When students experience more times of optimal learning in their science classes they are more likely to report that they perceive science as important to them and their futures. Females, however, report being more stressed in their science classes than males. # 2015 Wiley Periodicals, Inc.

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“…Another successful initiative, STEM Professionals in Schools (https://www.csiro.au/en/Education/ Programs/STEM-Professionals-in-Schools) was developed by a national science body, the Commonwealth Scientific and Industrial Research Organisation (CSIRO) matching STEM professionals with teachers to support them in curriculum development through the sharing of examples of STEM in industry, of information about STEM careers, and of knowledge and understanding of STEM concepts. Tytler, Symington, Williams and White (2018) argue:…”

Section: Potential Opportunitiesmentioning

confidence: 99%

The STEM education phenomenon and its impact on school curriculum

Anderson

2020

Curric Perspect

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Enlivening STEM Education Through School-Community Partnerships

Cited by 24 publications

References 5 publications

Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Investigating optimal learning moments in U.S. and finnish science classes

The STEM education phenomenon and its impact on school curriculum

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