Relationships between High School Chemistry Students' Perceptions of a Constructivist Learning Environment and Their STEM Career Expectations

Autor/in	Wild, Andrew
Titel	Relationships between High School Chemistry Students' Perceptions of a Constructivist Learning Environment and Their STEM Career Expectations
Quelle	In: International Journal of Science Education, 37 (2015) 14, S.2284-2305 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1076951
Schlagwörter	High School Students; Secondary School Science; Chemistry; Student Attitudes; Constructivism (Learning); STEM Education; Career Development; Academic Persistence; Surveys; Public Schools; Expectation; Science Careers; Student Characteristics; Factor Analysis; Vocational Interests; Regression (Statistics); California; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Schülerverhalten; STEM; Berufsentwicklung; Survey; Umfrage; Befragung; Public school; Öffentliche Schule; Expectancy; Erwartung; Faktorenanalyse; Berufsinteresse; Regression; Regressionsanalyse; Kalifornien
Abstract	Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described relationships among high school chemistry students' perceptions of a constructivist learning environment (CLE) and STEM career expectations. The sample included 693 students from 7 public high schools within the San Francisco Bay Area. Students' perceptions of a CLE predicted their expectations of entering a science career, but not engineering, computer, health, or mathematics-related careers. When all groups of students perceived the learning environment as more constructivist, they were more likely to expect science careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01