Using the life grid interview technique in STEM education research

Rowland, Ashley A.; Dounas-Frazer, Dimitri R.; Rios, L. A.; Lewandowski, H. J.; Corwin, Lisa A.

doi:10.1186/s40594-019-0186-z

Cited by 9 publications

(5 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Scientists [3,13,22] highlight that STEM education includes the basis of knowledge embedded in objects created by man, and project process itself which is limited by certain conditions, such as laws of nature, development of technology, time, materials, environmental friendliness which are necessary for implementation of a project. STEM education uses scientific and mathematical concepts as well as and mobile devices [12,18].…”

Section: Methodsmentioning

confidence: 99%

Students' Project Competency within the Framework of STEM Education

Levanova

Galustyan

Seryakova

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The article is devoted to formation of students' project competence within the framework of STEM education. Project competence is an important component of professional competence of a future specialist and is applicable to designate professionalism. The article identifies the main characteristics of STEM education as means of formation of project competence of students. Project competence is characterized by possession of special knowledge, skills and abilities (to solve problems on the basis of putting forward and substantiating hypotheses, to set an activity goal, to plan activities, to collect and to analyze necessary information, to carry out an experiment, to present research results). Structure of project competence is presented by information, research, and analytical components. The authors conclude that STEM education provides formation of students' project competence.

show abstract

Section: Methodsmentioning

confidence: 99%

Students' Project Competency within the Framework of STEM Education

Levanova

Galustyan

Seryakova

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…A grid of interview questions is utilized in focus group discussion (FGD) activities in order to collect information throughout the phase of requirements analysis. The interview question grid includes: i) the quality of current VHS graduates; ii) the learning model that has been used so far; iii) competencies needed by VHS graduates; and iv) the learning model is expected to improve the work readiness of VHS students and expected model phases [36]. The next instrument that is not a test is a questionnaire for internal validation that attempted to evaluate the model's feasibility, and offered feedback on the learning model that had been created.…”

Section: Research Instrumentmentioning

confidence: 99%

Developing learning and training within industry model to improve work readiness of vocational high school students

Sudarsono,

Listyaningrum,

Tentama

et al. 2024

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.</span>

show abstract

“…Further details about this approach are provided in Ref. [22]. Student interviews lasted 55 to 80 minutes, for a total of 17 hours.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Preliminary model for student ownership of projects

Dounas-Frazer¹,

Rios²,

Lewandowski³

2020

2019 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

In many upper-division lab courses, instructors implement multiweek student-led projects. During such projects, students may design and carry out experiments, collect and analyze data, document and report their findings, and collaborate closely with peers and mentors. To better understand cognitive, social, and affective aspects of projects, we conducted an exploratory investigation of student ownership of projects. Ownership is a complex construct that refers to, e.g., students' willingness and ability to make strategic decisions about their project. Using data collected through surveys and interviews with students and instructors at five institutions, we developed a preliminary model for student ownership of projects. Our model describes student interactions with the project during three phases: choice of topic, execution of experiment, and synthesis of results. Herein, we explicate our model and demonstrate that it maps well onto students' and instructors' conceptions of ownership and ideas presented in prior literature.

show abstract

Using the life grid interview technique in STEM education research

Cited by 9 publications

References 24 publications

Students' Project Competency within the Framework of STEM Education

Students' Project Competency within the Framework of STEM Education

Developing learning and training within industry model to improve work readiness of vocational high school students

Preliminary model for student ownership of projects

Contact Info

Product

Resources

About