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Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

机译：中学生动手STEM参与活动与STEM积极处置的关系

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This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science. All students were assessed using the same science, technology, engineering and mathematics (STEM) dispositions instrument. Findings indicate that the after-school group whose participants self-selected STEM engagement activities, and the self-selected academy of mathematics and science group, each had highly positive STEM dispositions comparable to those of STEM professionals, while a subset of the middle school whole-classroom energy monitoring group that reported high interest in STEM as a career, also possessed highly positive STEM dispositions comparable to the STEM Professionals group. The authors conclude that several different kinds of hands-on STEM engagement activities are likely to foster or maintain positive STEM dispositions at the middle school and high school levels, and that these highly positive levels of dispositions can be viewed as a target toward which projects seeking to interest mainstream secondary students in STEM majors in college and STEM careers, can hope to aspire. Gender findings regarding STEM dispositions are also reported for these groups.
机译：这项研究调查了参加以STEM相关活动为特色的计划的中学生和高中生所报告的积极态度。将参加学校到家庭动手能源监控活动的中学生与参加不同活动（例如课后机器人程序）的不同项目的中学生和高中学生进行比较。将这两组与在十一年级被数学和科学学院录取的第三组高中生进行比较和对比。所有学生都使用相同的科学，技术，工程和数学（STEM）处置工具进行评估。研究结果表明，参与者自行选择STEM参与活动的课后组以及数学和科学学院的自选科目均具有与STEM专业人士相当的高度积极的STEM倾向，而整个中学的一部分课堂能源监测小组报告了对STEM的高度兴趣，并且拥有与STEM Professionals小组相当的非常积极的STEM配置。作者得出的结论是，几种不同类型的动手STEM参与活动很可能在中学和高中阶段促进或维持积极的STEM倾向，这些高度积极的倾向可以被视为寻求项目的目标为了吸引大学和STEM职业中STEM专业的主流中学学生，可以期望。这些组还报告了有关STEM处置的性别发现。

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