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高中科学博览会:学生们说什么 - 掌握,表现和自决理论

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概括

科学和工程博览会 (SEFs) 通过提供学习,研究经验和职业探索来提高学生的兴趣. 科学家的支持和专注于掌握,而不仅仅是赢得,增强了积极的结果和参与STEM.

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科学领域:

  • 教育心理学教育心理学
  • 科学教育科学教育教育.

背景情况:

  • 科学和工程博览会 (SEFs) 被广泛认为可以增加高中生对科学和工程 (S&E) 的兴趣.
  • 了解SEF参与吸引力的具体原因对于制定有效的战略来增强学生在S&E中的参与和成功至关重要.
  • 之前的研究已经探索了SEF参与的动机,但需要对学生提供的理由进行更深入的分析.

研究的目的:

  • 调查参与科学与工程博览会 (SEFs) 影响高中生对科学与工程 (S&E) 的兴趣的根本原因.
  • 分析学生关于他们在SEF中的积极和消极经验的定性反.
  • 确定与积极的SEF经验和结果相关的因素,如指导和竞争水平.

主要方法:

  • 在2021-22和2022-23学年期间,对参加SEF的1191名高中生进行了全国性调查.
  • 一个免费的"理由为什么?" 这个问题被纳入调查,以收集有关学生动机和经验的定性数据.
  • 分析了学生的评论,以确定他们对S&E的兴趣 (或缺乏兴趣) 经常提到的积极和消极原因.

主要成果:

  • 学生们引用的最常见的积极原因包括学习新事物,获得研究经验,享受有趣的体验和考虑职业选择.
  • 提到的最常见的负面原因是参与不愉快,压力很大或无聊;项目不合适;对科学缺乏兴趣;和强制参与.
  • 接受科学家指导的学生报告了更多积极的评论,并取得了更好的结果,而那些参加仅学校展览会的学生则报告了更多的负面经历.

结论:

  • 通过SEF增加学生对S&E兴趣的原因与掌握标准保持一致,强调学习和个人成长.
  • 相反,在先前的研究中要求具有竞争力的SEF的原因与绩效标准保持一致,重点是获胜和外部验证.
  • 调整SEF要求以符合自决理论原则 (动机,能力,社区) 和以学生为中心的掌握方向,可以显著提高SEF对STEM兴趣和职业愿望的影响.