Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

Autor/inn/en	Hansen, Michael; Gonzalez, Thomas
Titel	Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science
Quelle	In: American Journal of Education, 120 (2014) 2, S.139-171 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/674376
Schlagwörter	STEM Education; Mathematics Achievement; Science Achievement; Correlation; Educational Principles; Longitudinal Studies; Middle School Students; Teaching Methods; Notetaking; Listening Skills; Calculators; Educational Technology; Technology Uses in Education; Achievement Gains; Minority Groups; Racial Differences; North Carolina + Suchen Sie Ihr Suchwort? STEM; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Bildungsprinzip; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Calculator; Rechner; Rechenmaschine; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement gain; Leistungssteigerung; Ethnische Minderheit; Rassenunterschied
Abstract	Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using longitudinal data from North Carolina middle school students, estimates of the effect of classroom practice are generated. Indicators for listening and taking notes and using computers, calculators, or other machines in math class were most positively correlated with student gains in math achievement. Similarly, indicators for completing a science experiment or project and listening to the teacher explain something about science showed positive correlations with gains on the eighth-grade science exam. These relationships held when limiting the analysis to underrepresented racial minorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10