Year: 2020
Type: dissertation
Study design: Observational Study
Abstract: This study investigated and compared learning environment perceptions of students, teachers and guides who participated in STEM-based (Science, Technology, Engineering and Mathematics) outreach activities in secondary education.In outreach activities, schools and teachers work together with companies and other external institutions in learning activities in order to motivate students for the STEM domain.In this study we identified characteristics of outreach activities that explain variance in perceptions of students.Data were gathered from 729 high school students as well as 35 teachers and guides in 12 activities both in the US and the Netherlands.A questionnaire was used to assess outreach activities based on subscales from validated questionnaires such as the What Is Happening In this Classroom (WIHIC), Constructivist Learning Environments Survey (CLES), Classroom Environment Scale (CES) and the Learning Climate Questionnaire (LCQ).Teachers' perceptions were more positive than students' perceptions for most scales, while guides perceived the outreach learning environment almost the same as students.Student perceptions were very positive for outreach activities.Outreach activity characteristics such as teaching method and objective were found to be the most important factors in explaining variance in students' perceptions between activities.Long-term problem-based activities and the perspective of new views of science and scientists were perceived as most positive learning environments.Additionally, outreach learning environments may create opportunities to increase students' motivation in STEM. Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?Chapter 3 53 An exploration of guide's roles in STEM Outreach activities: a contribution to students' motivation for career aspirations?Chapter 5 117
Author: Johanna Vennix
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3092876750