Middle School Space Science Education: an Investigation of Self-efficacy, Content Knowledge, and Stem Career Interests
Middle School Space Science Education: an Investigation of Self-efficacy, Content Knowledge, and Stem Career Interests

Author: Kristina A. Otero

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

DOWNLOAD EBOOK

The USA is at risk of losing its position as a global leader in the space sector because currently students are performing below other space faring nations on international science assessments and are showing declining interest in STEM careers. Recent advancements in the space sector have prompted reform in USA science education that targets improving student academic achievement in science and student interest in pursuing a STEM career. Research on student self-efficacy (Bandura, 1977) has shown positive relationships with student academic achievement in science and STEM career interest; likewise, research has shown a positive relationship between student self-efficacy and teacher self-efficacy. This quasi-experimental study examined the extent to which participation in Giant Moon MapTM enrichment activities affected middle school students' space science self-efficacy and interest in pursuing a science, technology, engineering, and mathematics (STEM) careers, and if their teachers' space science self-efficacy influenced those two variables. The Giant Moon MapTM enrichment activities included 20 curated space science lessons and the Aldrin Family Foundation's Giant Moon MapTM. Pre- and post-survey data were collected using measurement scales that assessed self-efficacy, academic achievement, and STEM career interest. Multilevel modeling was used for data analysis of pre- and post-surveys of students (n=397 pre, n=244 post) and teachers (n=10). Results of the multilevel models indicated improvement in space science self-efficacy but not in academic achievement or interest in pursuing a STEM career. No statistically significant relationships of the variables of interest were observed between clusters of students. Findings were limited by missing student data, lack of comparison group post-survey participation, and underuse of the Giant Moon MapTM enrichment activities. Discussion of these findings and implications of this research are presented.

The Handbook of Career and Workforce Development
The Handbook of Career and Workforce Development

Author: V. Scott H. Solberg

Publisher: Routledge

Published: 2017-02-17

Total Pages: 266

ISBN-13: 1317501977

DOWNLOAD EBOOK

The Handbook of Career and Workforce Development provides educators, researchers, and policy makers with information on evidence-based programs and activities. Chapters describe ways that current research can be used to promote the design of more effective career development programs and services at local, state, and national levels. Promising career development practices applicable to a range of settings and special populations are identified, as are strategies for communicating evidence in ways that influence career and workforce development public policy. The Handbook of Career and Workforce Development can be used by policy makers and grant program officers to identify key career development ingredients that should be considered in proposals; researchers seeking to make their career development research relevant and practical; and practitioners implementing or advocating for career development programs and services.

Design Thinking in the Middle Grades
Design Thinking in the Middle Grades

Author: Reagan Curtis

Publisher: Teachers College Press

Published: 2023

Total Pages: 169

ISBN-13: 0807781452

DOWNLOAD EBOOK

Too often, mathematics and science are taught in isolation from each other and from meaningful problems that matter to students. This book draws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles. Students use mathematical modeling to describe or summarize a phenomenon, predict which potential solutions may be successful, and/or to test actual performance against predictions. The authors emphasize connecting grade-appropriate science and math content standards and integrating literacy with evidence-based argument through design briefs and presentations. Teachers will learn how to support productive struggle and structure group learning that promotes equity, while teaching in the classroom or virtually as needed. The middle grades are a pivotal time to engage the next generation so that they are prepared to solve tomorrow’s challenges. Classroom teachers, pre-service educators, and faculty in teacher education programs can use Design Thinking in the Middle Grades as a foundational text for math, science, and integrated STEM teaching. Book Features: Identifies the content standards, objectives, and practices from math, science, and language arts for each lesson sample.Combines mathematical modeling with engineering design as a tool to facilitate deep learning. Offers a range of design activities to produce both artifacts and processes.Describes design activities focused on easily obtained, inexpensive, or found materials to avoid narrowing access in underfunded schools.

Examining the Relationship Between Middle School Students' Use of Learning Strategies, Self-efficacy, and Math Achievement
Examining the Relationship Between Middle School Students' Use of Learning Strategies, Self-efficacy, and Math Achievement

Author: Riza Memis

Publisher:

Published: 2020

Total Pages: 0

ISBN-13:

DOWNLOAD EBOOK

Use of learning strategies has been found to be one of the most important predictors of academic achievement, which makes the assessment of learning strategy use crucial. The first purpose of this study was to examine the psychometric properties (i.e., reliability and validity) of the learning strategies domain of the GOALS-S (Dowson & McInerney, 2004) with 8th grade students. The learning strategies domain of the GOALS-S items assess students' use of cognitive and metacognitive learning strategies. This study also examined the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement. The data were collected from 399 eight grade students near the end of 2018-2019 academic year. Confirmatory Factor Analysis (CFA) was used to evaluate the psychometrics properties of the GOALS-S. Following the CFA, the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement was examined by using Structural Equation Modeling (SEM). The results obtained from this study provided evidence for validity and reliability of the learning strategies domain of the GOALS-S. The data supported the hypothesized six-factor model with minor modifications. The results of the structural model indicated that learning strategy use had a direct impact on mathematics achievement. Also, self-efficacy for self-regulated had direct effect on mathematics achievement, as well as indirect effect on mathematics achievement mediated by learning strategy use. Discussion of the findings, implications for teachers, policy makers, and researchers, and limitations and future directions are presented.

A Head Start on Science
A Head Start on Science

Author: William C. Ritz

Publisher: NSTA Press

Published: 2007-06

Total Pages: 385

ISBN-13: 1933531673

DOWNLOAD EBOOK

For the littlest scientists, the whole wide world can be a laboratory for learning. Nurture their natural curiosity with A Head Start on Science, a treasury of 89 hands-on science activities specifically for children ages 3 to 6. The activities are grouped into seven stimulating topic areas: the five senses, weather, physical science, critters, water and water mixture, seeds, and nature walks.