Students' Engagement in Different STEM Learning Environments: Integrated STEM Education as Promising Practice?

Autor/inn/en	Struyf, Annemie; De Loof, Haydée; Boeve-de Pauw, Jelle; Van Petegem, Peter
Titel	Students' Engagement in Different STEM Learning Environments: Integrated STEM Education as Promising Practice?
Quelle	In: International Journal of Science Education, 41 (2019) 10, S.1387-1407 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Struyf, Annemie) ORCID (De Loof, Haydée) ORCID (Van Petegem, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1607983
Schlagwörter	Learner Engagement; STEM Education; Educational Environment; Educational Practices; Student Centered Learning; Teacher Student Relationship; Lesson Plans; Grade 9; Secondary School Students; Authentic Learning; Secondary School Teachers; Observation; Student Attitudes; Interaction; Interdisciplinary Approach; Inquiry; Cooperative Learning; Integrated Activities; Foreign Countries; Classroom Environment; Focus Groups; Student Behavior; Emotional Response; Instructional Effectiveness; Belgium + Suchen Sie Ihr Suchwort? STEM; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lesson planning; Unterrichtsplanung; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Beobachtung; Schülerverhalten; Interaktion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Integrierender Unterricht; Ausland; Klassenklima; Unterrichtsklima; Student behaviour; Emotionales Verhalten; Unterrichtserfolg; Belgien
Abstract	In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students' engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students' engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students' engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers' implementation of a general student-centred approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01