Browse > Article
http://dx.doi.org/10.14697/jkase.2012.32.3.532

Student Motivation and Interests as Proxies for Forming STEM Identities  

Campbell, Todd (Utah State University)
Lee, Hyon-Yong (Kyungpook National University)
Kwon, Hyuk-Soo (Kyungpook National University)
Park, Kyung-Suk (Kyungpook National University)
Publication Information
Journal of The Korean Association For Science Education / v.32, no.3, 2012 , pp. 532-540 More about this Journal
Abstract
This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students' perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.
Keywords
STEM education; Informal STEM learning; MESA; Motivation; Interest; STEM identity;
Citations & Related Records
연도 인용수 순위
  • Reference
1 NSF. (2008). Women, minorities, and persons with disabilities in science and engineering: U.S. demographics (December 2008 ed.). National Science Foundation.
2 Malone, K., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485-510.   DOI   ScienceOn
3 National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
4 Aschbacher, P. R., Li, E. & Roth, E. J. (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564-582.
5 Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282 295.   DOI
6 Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218.   DOI   ScienceOn
7 Education Trust. (2009). Education watch national report. Washington, DC: Education Trust.
8 Gee, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
9 Johnson, A., Brown, J., Carlone, H. & Cuevas, A.K. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339-366.   DOI   ScienceOn
10 Kuenzi, Jeffrey J. (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action. Congressional Research Service Reports. Paper 35. http://digitalcommons.unl.edu/crsdocs/35
11 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
12 U.S. Government Accountability Office (2005), Federal Science, Technology, Engineering, and Mathematics Programs and Related Trends, GAO-06-114.
13 Stake, J. E., & Nikens, S.D. (2005). Adolescent girls' and boys' science peer relationships and perceptions of the possible self as scientist. Sex Roles, 52(1/2), 1-11.   DOI