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ERIC Number: EJ1127968
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts
Berland, Leema K.; Steingut, Rebecca
International Journal of Science Education, v38 n18 p2742-2761 2016
Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students' perceptions of the "value" of math and science and "expectancy" for success with the math and science relate to the "efforts" they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0831811