ERIC Number: EJ1449604
Record Type: Journal
Publication Date: 2024-Dec
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: EISSN-1098-2736
The Impact of High School Science Pedagogies on Students' STEM Career Interest and on Their Ratings of Teacher Quality
Chen Chen; Tamer Said; Philip M. Sadler; Anthony Perry; Gerhard Sonnert
Journal of Research in Science Teaching, v61 n10 p2535-2569 2024
This study examines the often-heard assumption in science teaching that some pedagogies in science classrooms can serve a dual function--improve the student-perceived teacher quality and improve students' affinity to STEM professions. We asked 7507 freshmen from 40 colleges in the United States, selected in a stratified random procedure, to retrospectively report their experiences of a list of 32 pedagogies during high school biology, chemistry, and physics classes. Our survey also asked students to rate each teachers' quality and to report their Science, Technology, Engineering, or Mathematics career interests at the beginning and end of high school. We found that teachers' chosen pedagogies, on the whole, had a stronger impact on how students rated them than on students' career interests. Interestingly, we also found considerable differences between the disciplines.
Descriptors: STEM Careers, STEM Education, Teacher Effectiveness, Science Instruction, Student Interests, Career Exploration, Student Attitudes, College Freshmen, Biology, Chemistry, Physics, High School Teachers, Secondary School Curriculum, College English, Required Courses, Scientific Attitudes, Student Evaluation of Teacher Performance
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 062444