童年经历和本科生对STEM学科的兴趣:参加设置和活动类型
Remy Dou1,2, Heidi Cian3, Zahra Hazari1,2,4
1Department of Teaching & Learning, Florida International University, Miami, Florida, USA.
Annals of the New York Academy of Sciences
|June 7, 2023
概括
非正式的STEM学习体验 (ISLEs) 影响年轻人的兴趣. 不同的活动类型,如户外观测或室内操纵,与特定的主题利益相关,广泛参与促进了整体科学兴趣.
科学领域:
- 在STEM教育研究研究中.
- 青年发展 青年发展
- 科学社会学科学社会学
背景情况:
- 非正式的STEM学习经验 (ISLEs) 与对科学,技术,工程和数学 (STEM) 的兴趣和职业愿望的增加有关.
- 现有的研究往往忽视了少数群体青年在机构ISLE环境中的可访问性问题.
- 在博物馆等传统环境中,话语难以进入可能会限制某些人口群体的参与.
研究的目的:
- 确定儿童参与ISLEs的不同配置文件.
- 检查不同ISLE参与模式与高中学科兴趣之间的关联.
- 探索ISLE参与如何影响科学,计算和工程方面的兴趣.
主要方法:
- 隐性类别分析被用来分类参与概况.
- 数据来自全国代表性的15579名大学生样本.
- 分析了自己报告的儿童参与各种ISLE的情况.
主要成果:
- 确定了儿童ISLE参与的五个不同的概况.
- 户外,以观察为基础的活动与女性参与率更高,对计算/数学兴趣更低有关.
- 室内,对象操纵活动与更高的男性参与和对计算/工程的兴趣增加有关.
- 经常参加多个ISLE与对科学的整体兴趣正相关.
结论:
- 特定的ISLE类型 (环境和活动) 与青年有着不同的学科兴趣有关.
- 在ISLE参与中的性别模式可能会导致刻板印象话语和排斥.
- 频繁,多样化的参与ISLE对于培养广泛的STEM兴趣至关重要,特别是在科学领域.
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