Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness

Han, Jung H.; Kelley, Todd R.; Knowles, J. Geoff

doi:10.1007/s41979-021-00053-3

Cited by 58 publications

(51 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Besides the above results, our research elaborates the theoretical framework, such as project theme selection, student work, and multi-evaluation algorithm. However, we still find that individual students have learning burnout because the differences in students' self-efficacy affect their initiative to participate in learning [22]. Improving courses' quality to encourage students to participate in education activities is often inefficient [15].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

Liao

Yang

Zhang

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Therefore, the learning environment can affect students' attitudes. Especially the self-efficacy and learning motivation can also affect future career planning [22].…”

Section: Research Statusmentioning

confidence: 99%

The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

Liao

Yang

Zhang

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…It has been reported that students' positive attitude towards STEM has a significant impact on the realization of STEM education objectives and 21st century learning skills acquisition (Luo et al, 2019;Mahoney, 2010;Tseng et al, 2013). For STEM attitude, the existing research mainly focuses on its effect on learning effectiveness (Han et al, 2021), or concentrates on the comparison of differences in STEM attitude (Zhou et al, 2019). The other research also concentrates on the functional description of the effect of STEM attitude on 21st century learning skills learning (Akcanca, 2020).…”

Section: Factors Influencing 21st Century Learning Skillsmentioning

confidence: 99%

The Effect of Students’ Attitude Towards Science, Technology, Engineering, and Mathematics on 21st Century Learning Skills: A Structural Equation Model

Zhou

2022

JBSE

View full text Add to dashboard Cite

It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students’ attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students’ science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students’ science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students’ engineering and technology attitude is more conducive to improving students’ 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year. Keywords: 21st century learning skills, mediating role, STEM attitude, structural equation modelling

show abstract

“…Research verifies high-order thinking skills (HOTS) is such an ability to apply skills, knowledge, and values in reasoning that can be used in the STEM field and may influence careers later (Lin, et al, 2018). The self-efficacy and learning motivation can also affect future career planning (Han, et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Perceptions of Electronic Multi Representation STEM based Worksheet to Improve Student’s Metacognitive Ability

Putri

Lengkana

Jalmo

2022

JPSI

View full text Add to dashboard Cite

Science teachers often conduct a teacher-centered learning process without analyzing the essential needs of each student. Yet, it may not support student to enhance their cognition ability in 21th century era. This study aimed to describe teachers' perception toward usage of electronic multi representation-STEM based worksheet. The study was conducted in February 2021, involving 245 student and 15 science teachers of junior high school. The research used a mixed method with Sequential Explanatory Design. Data were taken using Questionnaire, interview, and to analyze current student worksheet. Data were analyzed descriptively. The data analysis techniques are data collection, data reduction, data display, and verification. The result shows that student have a positive perception toward usage of the electronic multi representation-STEM based worksheet. Almost all the teachers did not use the STEM approach to teach science. The current worksheets has not completely train students' metacognitive abilities and the students` metacognition was in low category, teacher has not use proper learning strategies, method, and visualize concepts in multi representation. It can be concluded that a STEM-based multi-representation worksheet is needed to improve students` metacognitive abilities of junior high school

show abstract

Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness

Cited by 58 publications

References 55 publications

The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

The Effect of Students’ Attitude Towards Science, Technology, Engineering, and Mathematics on 21st Century Learning Skills: A Structural Equation Model

Teacher’s Perceptions of Electronic Multi Representation STEM based Worksheet to Improve Student’s Metacognitive Ability

Contact Info

Product

Resources

About