Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

Autor/inn/en	Berland, Leema K.; Steingut, Rebecca
Titel	Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts
Quelle	In: International Journal of Science Education, 38 (2016) 18, S.2742-2761 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1260179
Schlagwörter	Elementary Secondary Education; Engineering; Knowledge Level; Mathematics Skills; Learner Engagement; STEM Education; Mathematical Concepts; Scientific Concepts; Motivation; Science Education; Mathematics Education; Engineering Education; Technology Education; Hierarchical Linear Modeling; Correlation; Predictor Variables; Educational Environment + Suchen Sie Ihr Suchwort? Maschinenbau; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; STEM; psychologische; Motivation (psychologisch); Naturwissenschaftliche Bildung; Mathematische Bildung; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Korrelation; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students' perceptions of the "value" of math and science and "expectancy" for success with the math and science relate to the "efforts" they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01