Youth Views of Science and Engineering in a Program for Preparing Teachers to Use Educational Technology in STEM Education

Autor/inn/en	Adams, Stephen; Burns, Paul; Martin-Hansen, Lisa
Titel	Youth Views of Science and Engineering in a Program for Preparing Teachers to Use Educational Technology in STEM Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	STEM Education; Graduate Students; Technology Integration; Science Instruction; Educational Technology; Museums; Clubs; Handheld Devices; Workshops; Elementary School Students; Middle School Students; Computer Uses in Education; Student Attitudes; Scientists; Program Descriptions; Educational Benefits; Active Learning; Science Careers; Engineering + Suchen Sie Ihr Suchwort? STEM; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Museum; Museumswesen; Museen; Club; Klub; Lernwerkstatt; Schulung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computernutzung; Schülerverhalten; Scientist; Wissenschaftler; Bildungsertrag; Aktives Lernen; Maschinenbau
Abstract	As part of a graduate course for supporting K-12 teachers' use of technology in teaching science, technology, engineering, and mathematics (STEM) subjects, teachers worked in teams to create workshops for youth at a Boys & Girls Club site. Teachers used curriculum kits from the Engineering is Elementary project of the Museum of Science, Boston, together with technological resources including iPads, to plan and conduct workshops with four sessions of 8 hours each. A mixed-methods evaluation examined perceptions of 36 youth regarding science and engineering. The youth (Grades 2 to 8) self-identified as 47% African-American, 33% Hispanic/Latino, 3% Asian, and 17% as other/Caucasian/mixed ethnicity. After the workshops, boys and girls more strongly agreed with an engineering-related question, that they liked thinking of new and better ways of doing things, and they agreed more strongly that they knew what scientists did for their jobs. Also after the workshops, girls more strongly agreed they knew what engineers did for their jobs, reaching a similar level as boys, whose responses did not change significantly. Focus group data aligned with the survey responses for most questions. Overall, the study suggested benefits of the program to participating youth, an indicator supporting this teacher preparation model. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01