کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
375148 622667 2016 6 صفحه PDF ندارد دانلود رایگان
عنوان انگلیسی مقاله
A formative evaluation of a Southeast High School Integrative science, technology, engineering, and mathematics (STEM) academy
ترجمه فارسی عنوان
یک ارزیابی رسمی از آکادمی دانش یکپارچه دبیرستان جنوب شرقی، فناوری، مهندسی و ریاضیات (STEM)
موضوعات مرتبط
علوم انسانی و اجتماعی مدیریت، کسب و کار و حسابداری کسب و کار و مدیریت بین المللی
چکیده انگلیسی

A study was conducted to investigate to what extent an integrative science, technology, engineering, and mathematics (STEM) education program had an impact to high school students in a South East region of the United States of America (US). The program was a brainchild of three teachers in physics, mathematics, and engineering and technology who teamed up to offer an integrative STEM program within their high schools' STEM Academy. The teachers structured their curriculum content in themes of same topics studied in theory (Physics) and practice (Engineering and Technology) using timely Mathematical tools. A cohort of students within the STEM academy signed to participate. This paper presents findings of the student cohort participation through a trilogy lens, and teacher reflections. Twenty students participated in this study. The mean scores for the trilogy levels of engagement for STEM disciplines and STEM careers ranged from 4.10 to 6.21 on a seven-point scale indicating high levels of engagement. Capacity mean scores were 4.30 on Information and 4.35 on Knowledge and for the group. In this category White students had the highest mean scores in both Knowledge and Information. Further, female students were higher on Knowledge. The mean scores ranged from 2.50 to 4.00 on a five-point scale for continuity.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Technology in Society - Volume 45, May 2016, Pages 34–39
نویسندگان
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