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首页> 美国卫生研究院文献>Springer Open Choice >From Gatekeeping to Engagement: A Multicontextual Mixed Method Study of Student Academic Engagement in Introductory STEM Courses
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From Gatekeeping to Engagement: A Multicontextual Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

机译：从关守到参与：STEM入门课程中学生学术参与的多背景混合方法研究

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摘要

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.
机译：一些人认为缺乏对入门科学课程的学术投入是学生转而攻读科学专业的主要原因。这项研究采用了一种顺序说明性的混合方法方法，以提供对学生参与度和入门科学教学之间关系的更丰富的理解。定量调查数据来自15个学院和大学的73个入门科学，技术，工程和数学（STEM）课程中的2,873名学生，定性数据来自其中八个机构的41个学生焦点小组。调查结果表明，学生倾向于更积极地参加课程，在这些课程中，教师不断地公开表示对学生的问题持开放态度，并认识到她/他在帮助学生取得成功方面的作用。同样，在课堂上报告自在地提出问题，寻求辅导，参加补充指导课程以及在课程中与其他学生合作的学生也更有可能参与进来。讨论了对提高学生的学术参与水平的教学意义。

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