Student Experiences and Changing Science Interest When Transitioning from K-12 to College

被引:3
作者
Reed, David E. [1 ]
Kaplita, Emily C. [2 ]
McKenzie, David A. [3 ]
Jones, Rachel A. [1 ]
机构
[1] Univ Sci & Arts Oklahoma, Div Sci & Phys Educ, Chickasha, OK 73018 USA
[2] Dickinson Coll, Dept Biol, Carlisle, PA 17013 USA
[3] Emporia State Univ, Dept Biol Sci, Emporia, KS 66801 USA
来源
EDUCATION SCIENCES | 2022年 / 12卷 / 07期
基金
美国国家科学基金会;
关键词
science interest; college transition; student experiences; GENDER-DIFFERENCES; HIGH-SCHOOL; MATHEMATICS; ENGAGEMENT; STABILITY; ATTITUDES; CAREERS; ANXIETY; MAJORS; FEMALE;
D O I
10.3390/educsci12070496
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Student attitude and involvement in the sciences may be positively or negatively influenced through both formal academic experiences and informal experiences outside the classroom. Researchers have reported that differences in science interest between genders begin early in a student's career and that attitudes towards a particular field of science can be correlated to achievement in that field. In this study, we approach the question of how attitudes towards science have been shaped using college-age students. Survey data from students in similar academic positions were employed to control for differences in cultural and academic progress. Results from a self-reflection survey indicated that general personal interest in both science as a process and field-specific content increased from elementary school through high school until entering college. Differences arose between self-identified genders in student experiences with science, both while in groups and when on their own. Female students had higher rates of participation and enjoyment with science in groups, while male students more frequently enjoyed science alone. Students, regardless of gender, rarely had negative experiences with science outside of the classroom. However, male students' interest in science surpassed female students' during high school. Declining interests in quantitative aspects of science (mathematics and statistics) were more frequently reported by female students and non-STEM majors during and before their college experience. Connecting student attitudes regarding science to their pre-college experiences with science early in their college career may be important to understanding how to best engage all genders, as well as non-STEM majors, in their college science courses.
引用
收藏
页数:15
相关论文
共 50 条
  • [31] When Science Journalism is Awesome: Measuring Audiences' Experiences of awe from Reading Science Stories
    Landrum, Asheley R.
    Janet, Kristina
    Opat, Kelsi
    Akin, Heather
    JOURNALISM PRACTICE, 2024, 18 (07) : 1722 - 1738
  • [32] From ICT availability to student science achievement: mediation effects of ICT psychological need satisfactions and interest across genders
    Li, Siqi
    Liu, Xiufeng
    Tripp, Jennifer
    Yang, Yang
    RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, 2022, 40 (04) : 529 - 548
  • [33] Predicting Engineering Integration in K-12 from the Perspective of Pre-Service Teachers
    Pazos, Pilar
    Cima, Francisco
    Kidd, Jennifer
    Gutierrez, Kristie
    Faulkner, Dorothy
    Lee, Minjung
    Kaipa, Krishna
    Ayala, Orlando
    INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 2023, 39 (02) : 441 - 452
  • [34] Spokespersons: South Asian Americans' Microaggression Experiences in Schools Seen Through Retrospective Reflections on Interactions with K-12 Teachers
    Rice, Punita C.
    BERKELEY REVIEW OF EDUCATION, 2020, 9 (02):
  • [35] How college experiences impact student learning outcomes: Insights from Chinese undergraduate students
    Bai, Hua
    Yu, Hongwei
    Rogerland, N. Bantsimba
    Luo, Li
    FRONTIERS IN PSYCHOLOGY, 2022, 13
  • [36] Teaching Computational Thinking by Gamification of K-12 Mathematics: Mobile App Math Games in Mathematics and Computer Science Tournament
    Tan, Chee-wei
    Yu, Pei-duo
    Lin, Ling
    Fung, Chung-kit
    Lai, Chun-kiu
    Cheng, Yanru
    INTERNATIONAL CONFERENCE ON COMPUTATIONAL THINKING EDUCATION (CTE 2017), 2017, : 55 - 59
  • [37] Exploring the Transferability of STEM PBL Instructional Principles from Higher Education to K-12 Classrooms
    Bicer, Ali
    Aldemir, Tugce
    Davis, Trina J.
    Young, Jamaal
    EDUCATION SCIENCES, 2025, 15 (01):
  • [38] Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When "Just as Good" Is a Great Thing
    Stevenson, Kathryn T. T.
    Peterson, M. Nils
    Carrier, Sarah J. J.
    Strnad, Renee L. L.
    Olson, Ryan A. A.
    Szczytko, Rachel E. E.
    FRONTIERS IN COMMUNICATION, 2019, 3
  • [39] A Connective Massive Open Online Course for K-12 Science, Technology, Engineering, and Mathematics Teachers in New Mexico Pueblo Schools
    Kilde, Josephine
    Bennett, John K.
    Gonzales, Lorenzo
    Sterling, S. Revi
    PROCEEDINGS OF THE SIXTH INTERNATIONAL CONFERENCE ON INFORMATION AND COMMUNICATIONS TECHNOLOGIES AND DEVELOPMENT, VOL 2, 2013, : 61 - 64
  • [40] COVID-19 and K-12 teachers: Associations between mental health, job satisfaction, perceived support, and experiences of ageism and sexism
    Monahan, Caitlin
    Zhang, Yinghao
    Levy, Sheri R.
    ANALYSES OF SOCIAL ISSUES AND PUBLIC POLICY, 2023, 23 (03) : 517 - 536