Students' Perceptions of Their STEM Learning Environment

Autor/inn/en	Fairhurst, Nicole; Koul, Rekha; Sheffield, Rachel
Titel	Students' Perceptions of Their STEM Learning Environment
Quelle	In: Learning Environments Research, 26 (2023) 3, S.977-998 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fairhurst, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-023-09463-z
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; STEM Education; Teacher Student Relationship; Classroom Environment; Attitude Measures; Scientific Attitudes; Secondary School Students; Questionnaires; Freedom; Cooperative Learning; Problem Solving; Communication (Thought Transfer); Time Factors (Learning); Preferences; Australia; Test of Science Related Attitudes; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; STEM; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Sekundarschüler; Fragebogen; Freiheit; Kooperatives Lernen; Problemlösen; Communication; thought; Kommunikation; Gedanke; Australien
Abstract	Australia's economic need for innovation has led to Science, Technology, Engineering and Mathematics (STEM) education becoming an essential investment for the future. This study utilised a mixed-methods approach involving a pre-validated quantitative questionnaire together with qualitative semi-structured focus groups with students across four Year 5 classrooms. Students provided their perceptions of their STEM learning environment and their interactions with their teacher to identify factors influencing their engagement for pursuing these disciplines. The questionnaire comprised of scales from three different instruments: Classroom Emotional Climate, Test of Science Related Attitudes, and Questionnaire on Teacher Interaction. Several key factors were identified through student responses, including Student Freedom, Peer Collaboration, Problem Solving, Communication, Time, and Preferred Environments. 33 out of possible 40 correlations between scales were statistically significant, but eta[superscript 2] values were considered low (0.12-0.37). Overall, the students expressed positive perceptions about their STEM learning environment, with Student Freedom, Peer Collaboration, Problem Solving, Communication and Time appearing to impact their perceptions of STEM education. Three focus groups with a total of 12 students identified suggestions for improving STEM learning environments. Implications from this research include the importance of considering student perceptions when measuring the quality of STEM learning environments, as well as how facets of these environments can impact student attitudes towards STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01