scholarly journals Impact of Programming Robots and Drones on STEM Attitudes

2020 ◽  
Author(s):  
M. Javed Khan ◽  
Chadia A. Aji
Keyword(s):  
Stem Attitudes

scholarly journals The Impact of Educational Robotics on Student STEM Learning, Attitudes, and Workplace Skills

Robotics ◽  
2013 ◽  
pp. 1442-1459 ◽  
Author(s):  
Gwen C. Nugent ◽  
Bradley S. Barker ◽  
Neal Grandgenett
Keyword(s):  
Summer Camps ◽  
Stem Learning ◽  
Ongoing Research ◽  
Problem Solving Skills ◽  
Workplace Skills ◽  
Learning Attitudes ◽  
Stem Attitudes ◽  
Middle School Youth ◽  
The Impact ◽  
School Youth

This chapter discusses findings from a National Science Foundation (NSF) project funded by the Innovative Technologies Experiences for Student and Teachers (ITEST) program. The project has an ongoing research agenda focusing on the impact of robotics summer camps and competitions targeted at middle school youth. The research focused on the impact of the interventions on youth a) learning of computer programming, mathematics, and engineering concepts, b) science, technology, engineering, and math (STEM) attitudes, c) workplace skills, and d) STEM career interest. Results show that robotics camps and competitions appear to be viable strategies to increase student STEM learning, robotics self-efficacy, and problem solving skills.

STEM Attitudes Measure

2016 ◽  
Author(s):  
Gwen Nugent ◽  
Bradley Barker ◽  
Neal Grandgenett ◽  
Greg Welch
Keyword(s):  
Stem Attitudes

scholarly journals Reliability and Validity of a Chinese Version of the STEM Attitude Scale for Primary and Secondary School Students

2021 ◽  
Vol 13 (22) ◽  
pp. 12661
Author(s):  
Yanjun Zhang ◽  
Qianqian Xu ◽  
Jinghua Lao ◽  
Yan Shen
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
Chinese Version ◽  
School Students ◽  
Stem Attitudes ◽  
Stem Career ◽  
Primary And Secondary School

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

scholarly journals Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum

TechTrends ◽  
2019 ◽  
Vol 63 (5) ◽  
pp. 590-601 ◽  
Author(s):  
Yu-Hui Ching ◽  
Dazhi Yang ◽  
Sasha Wang ◽  
Youngkyun Baek ◽  
Steve Swanson ◽  
...  
Keyword(s):  
Elementary School ◽  
Student Development ◽  
Perceived Learning ◽  
Elementary School Student ◽  
Stem Attitudes

scholarly journals Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

2019 ◽  
Vol 43 (1) ◽  
pp. 55-70
Author(s):  
Melissa A. Collins ◽  
Joanna Totino ◽  
Ardice Hartry ◽  
Valeria F. Romero ◽  
Rosio Pedroso ◽  
...  
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Learning Experience ◽  
People Of Color ◽  
Summer Program ◽  
School Students ◽  
Science Technology ◽  
Stem Attitudes ◽  
Underrepresented Youth ◽  
Stem Engagement

Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.

scholarly journals Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

2020 ◽  
Vol 8 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Kuo-Ting Huang ◽  
Christopher Ball ◽  
Shelia R. Cotten ◽  
LaToya O’Neal
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Learning Experience ◽  
Critical Time ◽  
Computer Usage ◽  
Life Outcomes ◽  
Digital Inclusion ◽  
School Students ◽  
Stem Attitudes ◽  
Enactive Learning

The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.

scholarly journals STEM Experiences among Latinos and Asian Americans in the U.S.: Generational Change and Access to STEM among the Two Largest U.S. Immigrant Groups

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Sandra L. Hanson
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
First Generation ◽  
Model Minority ◽  
Special Focus ◽  
Generational Change ◽  
Positive Attitudes ◽  
Stem Attitudes ◽  
And Mathematics ◽  
Research And Policy

This research examines Science, Technology, Engineering, and Mathematics (STEM) attitudes and experiences for the two most recent U.S. immigrant groups – Asian Americans and Latinos. The special focus is on generations. Emerging literature suggests that younger Asian American generations may be trying to avoid the model minority stereotype at the same time that younger Latino generations may be trying to use science as a ladder to mobility. Using recent GSS data on several measures of STEM attitudes and experience, we find considerable support for unique generational effects. Results show virtually no differences between generations on STEM attitudes and experiences among Latinos. In contrast, we find that generation has a significant influence on a majority of the STEM attitudes and experiences among Asian Americans with the second (plus) generation having fewer experiences and less positive attitudes. Findings support the increasingly distinct STEM attitudes and experiences of younger generations of Asian Americans relative to first generation Asian Americans. The experiences of second (or higher) generation Asian Americans are converging with those of second (or higher) generation Latinos. Differences between the first generation Asian Americans and Latinos are quite large with Asian Americans having more STEM experiences and positive attitudes in STEM. Implications of these findings for research and policy on STEM in the context of race/ethnicity and generations are discussed.

The role of female exemplars in changing STEM attitudes

2011 ◽  
Author(s):  
Emily K. Clark ◽  
Amanda B. Diekman
Keyword(s):  
Stem Attitudes

The Impact of Educational Robotics on Student STEM Learning, Attitudes, and Workplace Skills

2012 ◽  
pp. 186-203 ◽  
Author(s):  
Gwen Nugent ◽  
Bradley S. Barker ◽  
Neal Grandgenett
Keyword(s):  
Summer Camps ◽  
Stem Learning ◽  
Ongoing Research ◽  
Problem Solving Skills ◽  
Workplace Skills ◽  
Learning Attitudes ◽  
Stem Attitudes ◽  
Middle School Youth ◽  
The Impact ◽  
School Youth

This chapter discusses findings from a National Science Foundation (NSF) project funded by the Innovative Technologies Experiences for Student and Teachers (ITEST) program. The project has an ongoing research agenda focusing on the impact of robotics summer camps and competitions targeted at middle school youth. The research focused on the impact of the interventions on youth a) learning of computer programming, mathematics, and engineering concepts, b) science, technology, engineering, and math (STEM) attitudes, c) workplace skills, and d) STEM career interest. Results show that robotics camps and competitions appear to be viable strategies to increase student STEM learning, robotics self-efficacy, and problem solving skills.

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