Going beyond Fun in STEM

Autor/inn/en	Pittinsky, Todd L.; Diamante, Nicole
Titel	Going beyond Fun in STEM
Quelle	In: Phi Delta Kappan, 97 (2015) 2, S.47-51 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721715610091
Schlagwörter	STEM Education; Student Interests; Student Motivation; Difficulty Level; Readiness; College Preparation; Job Skills; Incentives; Elementary Secondary Education + Suchen Sie Ihr Suchwort? STEM; Studieninteresse; Schulische Motivation; Schwierigkeitsgrad; Produktive Fertigkeit; Anreiz
Abstract	The United States education system must improve its ability to produce scientists, engineers, and programmers. Despite numerous national, state, and local efforts to make the study of STEM (science, technology, engineering, and mathematics) subjects more fun in K-12, initial interest in those subjects drops off precipitously in middle and later high school and college. The author presents some explanations for this decline and argues that the emphasis on fun is misplaced, as is, more generally, the emphasis on intrinsic rather than extrinsic motivators to study STEM. STEM subjects inevitably become difficult, which requires grit and is not compatible with an expectation of continual enjoyment. Extrinsic motivators such as success, respect, and social utility are valid and powerful. In addition, the national-level motivations for promoting more STEM in the first place are extrinsic, so that the current K-12 over-emphasis on fun at the individual level is inconsistent as well as insufficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01