• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of research in science teaching >Supporting Girls' and Boys' Engagement in Math and Science Learning: A Mixed Methods Study
【24h】

Supporting Girls' and Boys' Engagement in Math and Science Learning: A Mixed Methods Study

机译：支持女孩和男孩参与数学和科学学习：混合方法研究

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys' and girls' engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level of math and science engagement about their perceptions of the motivational and contextual factors influencing their level of engagement. Both boys and girls discussed how their engagement was higher in classrooms with more student-centered instructional practices and in classrooms with highly engaged peers. Girls were more likely to discuss teacher support and personally relevant instruction as being important to their engagement in math and science. In contrast, boys reported being more engaged in math and science when they were interested in pursuing a STEM-related career. From these interviews, we identified factors that students described as important to their engagement and tested whether these factors were statistically significant in a socioeconomic and racially diverse sample of 3,833 middle and high school students. Specifically, we tested the associations between adolescents' motivational beliefs (e.g., utility value, attainment value, and expectancy beliefs), social support from teachers and peers, and student-centered and relevant instructional practices with engagement (e.g., cognitive, behavioral, emotional, and social) in math and science, paying particular attention to main effects and gender as a moderator. In the majority of the models, the motivational and contextual factors were significantly related to engagement and had comparable effects for girls and boys. We documented a few significant interactions by gender that tended to mirror the patterns found in the qualitative interviews. Implications of these findings for developing interventions to increase girls' participation in math and science are discussed. (c) 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 271-298, 2018
机译：这项研究采用混合方法顺序探索性设计，研究动机和情境对男孩和女孩从事数学和科学活动的影响，并特别注意性别模式的异同。首先，对38名初中和高中学生进行了访谈，他们对数学和科学参与程度的看法因他们对影响他们参与程度的动机和情境因素的看法而异。男孩和女孩都讨论了在以学生为中心的教学实践较多的教室以及在同伴高度参与的教室中，他们的参与度如何提高。女孩更可能讨论教师的支持和个人相关的指导，这对她们从事数学和科学活动至关重要。相反，当男孩对追求与STEM相关的职业感兴趣时，他们则更喜欢数学和科学。从这些访谈中，我们确定了学生描述对其参与度很重要的因素，并在社会经济和种族差异样本的3833名中学生和高中生中检验了这些因素是否具有统计学意义。具体来说，我们测试了青少年的动机信念（例如效用价值，成就价值和期望信念），老师和同伴的社会支持以及以学生为中心和相关的参与度（例如认知，行为，情感）教学实践之间的关联（以及社交）），并特别注意主持人的主要影响和性别。在大多数模型中，动机和情境因素与参与度显着相关，并且对女孩和男孩具有可比的影响。我们记录了一些重要的性别互动，这些互动倾向于反映定性访谈中发现的模式。讨论了这些发现对开发干预措施以增加女孩对数学和科学的参与的意义。 （c）2017年Wiley Periodicals，Inc.J Res Sci Teach 55：271-298，2018

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号