Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Simple Search
.
Preferences
.
.
Member Services
.
Exit Webopac
.
LIBERO Portal Search
.
Catalogo Univ. Pontificia Salesiana
.
EbscoHost
.
Univ. Pontificia Salesiana
.
Search Menu
Simple Search
.
Advanced Search
.
Expert Search
.
Journal Search
.
Refine Search Results
.
New Items Search
.
Bottom Menu
Help
About
.
Languages
Italian
.
English
.
German
.
New Items Menu
New Items Search
.
New Items List
.
© LIBERO v6.4.1sp220816
Page content
You are here
:
Catalogue Display
Catalogue Display
The effect of authentic project‐based learning on attitudes and career aspirations in STEM.
.
Bookmark this Record
Catalogue Record 79565
.
Catalogue Information
Catalogue Record 79565
.
Catalogue Information
Field name
Details
Nuova numerazione
79565
Collocazione
UPS BIBL CENTR 39-C-2640
Autore
BEIER, M.E.
Titolo
The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Parte componente di periodico
Descrizione fisica
pp. 3-23.
Nota generale
Estratto da: Journal of Research in Science Teaching 2019, 56, 1.
Riassunto
Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.
Tipo di documento
RICERCA.
Soggetto
USA.
STUDENTI.
APPRENDIMENTO.
ASPIRAZIONI.
CARRIERA.
UNIVERSITÀ.
SCIENZA.
TECNOLOGIA.
STATUS SOCIALE.
ATTEGGIAMENTI.
Ambito
Pedagogico
Autore Secondario
KIM, M.H.
SATERBAK, A.
LEAUTAUD, V.
BISHNOI, S.
GILBERTO, J.M.
Titolo correlato
Journal of Research in Science Teaching 2019, 56, 1.
Accesso online
Accesso diretto all’articolo
.
ISBD Display
Catalogue Record 79565
.
Tag Display
Catalogue Record 79565
.
Related Works
Catalogue Record 79565
.
Marc XML
Catalogue Record 79565
.
Add Title to Basket
Catalogue Record 79565
.
Catalogue Information 79565
Beginning of record
.
Catalogue Information 79565
Top of page
.
Download Title
Catalogue Record 79565
Export
This Record
As
Labelled Format
Bibliographic Format
ISBD Format
MARC Format
MARC Binary Format
MARCXML Format
User-Defined Format:
Collocazione
Autore Persona
Autore Ente
Autore Congresso
Titolo Uniforme
Titolo Uniforme
Titolo
Pubblicazione
Descrizione fisica
Serie - Contenuto
Contenuto in
Abstract
Parola chiave
Autore secondario Persona
To
File
Email
Quick Search
Search for