"Why Do I Have to Learn This?": Developing Innovative STEM Opportunities for Middle School Students

Autor/in	Kyle, Angela
Titel	"Why Do I Have to Learn This?": Developing Innovative STEM Opportunities for Middle School Students
Quelle	(2023), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-3911-4
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Middle School Students; High School Seniors; Science Teachers; High School Graduates; Educational Opportunities; Program Effectiveness; Student Experience; Elective Courses; Student Interests; Learner Engagement; Student Attitudes; Student Participation; Reflection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsangebot; Bildungschance; Studienerfahrung; Elective course; Wahlkurs; Studieninteresse; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	There is a lack of student engagement in science education that promotes critical thinking, real-world problem solving, innovation, and diversity. The purpose of this action research study was to investigate and develop innovative STEM opportunities for students at the middle school level. Participants and data collected in Cycle 1 consisted of interviews with district leaders, STEM teachers, high school seniors, and recent graduates to determine current STEM opportunities, key features of successful STEM opportunities, and experiences that led students toward a STEM pathway. Action steps including the development of an integrated STEM elective course were designed, implemented, and evaluated in Cycle 2. The goal of Cycle 2 was to determine how student interest, engagement, STEM efficacy, and student perceptions of STEM grew and developed over time as a result of participating in a STEM class focused on student choice, experience, and reflection. Participants included 10 students enrolled in the course, six parents of those students, and one teacher observer. Formal interviews were coded and analyzed along with an initial perception activity, student work, an observation log, and final reflections to determine the effect of the key design elements on student engagement. The study concluded that the intentional design of STEM opportunities increases student engagement and community involvement positively impacts student perceptions of STEM. Implications for the organization included continuing to offer STEM opportunities to students and expand those opportunities, finding creative solutions to connect math and science, and aligning STEM education across the district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01