ERIC Number: EJ1218680
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Students' Engagement in Different STEM Learning Environments: Integrated STEM Education as Promising Practice?
International Journal of Science Education, v41 n10 p1387-1407 2019
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Belgium