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首页> 外文期刊>International Journal of STEM Education >Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students
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Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students

机译：基本学生的工程（RIS-E）和Stew（RIS-STEM）作用的发展和验证

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Background Despite the increasing number of science, technology, engineering, and mathematics (STEM) jobs available, concern continues to grow over the low number of students who choose to study and enter STEM fields. Research suggests that children begin to identify their interests and career aspirations related to STEM as early as elementary school when they begin to shape their personal identities and start making decisions about who they are and could be in the future, their role identities (e.g., scientist, engineer). Existing surveys that assess identity target high school or post-secondary students, with less work on elementary and middle school students. This paper describes the development and validation of survey instruments to assess engineering identity in elementary students and its adaptation to a more general STEM context. Results The role identity survey in engineering (RIS-E) was developed across four phases of pilot testing where it was administered to 634 students in third–sixth grade enrolled in classrooms in the West, Midwest, and Northeastern United States. Exploratory modeling approaches and scale reliability were used to narrow down items, while confirmatory factor analyses (CFA) and item response theory (IRT) approaches were used to examine item performance. The final survey contained four scales that assess aspects of one’s identity (competence, interest, self-recognition, and recognition by others), all of which demonstrated strong psychometric properties. The RIS-E was then adapted to assess STEM identity (RIS-STEM), and it was administered to 678 fourth–fifth grade students enrolled in classrooms in the Southwestern United States. CFA and IRT analyses provided support for use of the RIS-STEM in a more general STEM context. Conclusions The RIS-E and RIS-STEM appear to produce reliable scores that measure aspects of identity (engineering and STEM) in elementary students. Suggestions are made for future studies to examine how the RIS-E and RIS-STEM function across diverse student populations and the impact on one’s identity as a result of curricula or programs designed to encourage and support identity development in youth, especially in engineering and STEM.
机译：背景，尽管科学，技术，工程和数学（Stew）工作越来越多，但关注的持续增长超过了选择学习和进入Stem田地的少数学生。研究表明，儿童开始识别他们的兴趣和职业愿望，与茎有关，因为他们开始塑造他们的个人身份并开始决定他们是谁，并且可以在未来，他们的角色身份（例如，科学家， 工程师）。现有调查评估身份目标高中或中学后的学生，少于小学和中学生的工作。本文介绍了调查仪器的开发和验证，以评估小学生工程标识及其对更一般的干扰背景的适应。结果工程（RIS-e）的作用身份调查是在飞行员检测的四个阶段制定的，其中在美国西部，中西部和东北部课堂上注册的第三六年级的634名学生。探索性建模方法和规模可靠性用于缩小物品，而验证因子分析（CFA）和项目响应理论（IRT）方法用于检查项目性能。最终调查包含四种尺度，评估一个人的身份（其他人的能力，兴趣，自我认识和承认）的方面，所有这些都表现出强大的心理测量性质。然后，RIS-E适于评估茎标识（RIS-STEM），并施用678名第四年级学生，在美国西南部招收教室。 CFA和IRT分析提供了在更一般的干燥环境中使用RIS-STEM的支持。结论RIS-E和RIS-STEM似乎产生可靠的分数，衡量小学生身份（工程和茎）的方面。建议是为了审查如何在课程或旨在鼓励和支持青年中的身份开发的课程或计划的课程或计划中如何跨越各种学生群体和对一个人身份的影响。 。

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