Stem Attitudes of Students as Predictor of Secondary School Technology and Design Course Achievement

Kırkıç, Kamil Arif; Uludag, Feriha

doi:10.33225/pec/21.79.585

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…The dimension of student personal characteristics, which is thought to affect STEM achievement and was created with the support of the literature, consists of a total of eight questions and five sub-factors. These factors are: liking STEM subjects (LSC) (English, 2017), self-confidence in STEM subjects (SCS) (Kaya & Rice, 2010), taking an active role in applied STEM (APS) (Gökbayrak & Karışan, 2017), regular study habits (RSH) (Hora & Oleson, 2017), and preferring STEM professions (PSC) (Kırkıç & Uludağ, 2021).…”

Section: Students' Personal Characteristicsmentioning

confidence: 99%

Modeling the Factors Influencing Secondary Students’ Performance in Stem Subjects

Mansour,

Çevik,

Yağci

et al. 2024

JBSE

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STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education. Keywords: STEM achievement, secondary students, STEM subjects, structural equation modeling

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Section: Students' Personal Characteristicsmentioning

confidence: 99%

Modeling the Factors Influencing Secondary Students’ Performance in Stem Subjects

Mansour,

Çevik,

Yağci

et al. 2024

JBSE

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show abstract

“…Every discipline has its own epistemology system, as well as the language and modelling we are here. Working with medical and pharmacy students I meet different models applied in different Science disciplines (Kırkıç, K. A.,2021).…”

mentioning

confidence: 99%

Public Science Education: Some More Roles and Contributions

Lakhvich

2021

JBSE

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In previous editorial (Lakhvich, 2021) we have discussed three comprehensive roles of Science Education, determining its contribution to our life: if briefly, (1) Science Education gives the methodology to digest facts via the experiment, reasoning, and discussion; (2) Science Education gives rise to the development of logics, problem-solving skills, complements the command of language, social communication and etc.; (3) Science Education develops specific person’s thinking skills involved in inquiry, experimentation, evidence evaluation, speculation argumentation, and finally, inference. In this issue we pursue the topic discussing two more roles the Science Education contributes to our life

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Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review

Hanh

Nguyen

2023

Education Sciences

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Educators and researchers are increasingly recognizing the potential benefits of integrated science, technology, engineering, and mathematics (STEM) education to improve students’ learning outcomes, including the learning achievements, interest in STEM, learning motivation, and higher-order thinking skills of K-12 students. While there is a considerable body of research on this topic, it lacks a comprehensive synthesis of the available evidence to provide a more rigorous and systematic understanding of the relationship between integrated STEM approaches and associated outcomes of K-12 student learning. Therefore, the purpose of this study was to examine the integrated STEM approaches and associated outcomes of K-12 student learning through a systematic literature review. The studies were accessed using the Scopus, ERIC, and Google Scholar databases in February 2022. A total of 47 studies were retained for inclusion in the review. We used the ecological triangulation method for data extraction and synthesis. A total of 23 ecological sentences developed from existing studies revealed that the associated outcomes of K-12 student learning occur differently when using different integrated STEM approaches. For example, STEM project-based learning activities in the science curriculum focused on improving students’ learning achievement and higher-order thinking skills, while out-of-school STEM project-based learning activities focused solely on students’ STEM career interests. Finally, we note several directions for future research related to student learning outcomes using integrated STEM approaches.

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Stem Attitudes of Students as Predictor of Secondary School Technology and Design Course Achievement

Cited by 3 publications

References 20 publications

Modeling the Factors Influencing Secondary Students’ Performance in Stem Subjects

Modeling the Factors Influencing Secondary Students’ Performance in Stem Subjects

Public Science Education: Some More Roles and Contributions

Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review

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