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Multimethod Approaches to Understanding STEM Outcomes: The Importance of Scientific Thinking, Motivation, and Engagement
Fri, April 9, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division C, Division C - Section 2a: Cognitive and Motivational Processes Paper and Symposium Sessions 2Session Type: Symposium
Abstract
Concerns about broadening participation in science, technology, engineering, and mathematics (STEM) fields has been at the forefront of educational research. Research has demonstrated that students’ scientific thinking, motivation, and engagement can influence important STEM outcomes. In turn, these precursors to STEM outcomes can be shaped by social influences, such as their teachers. The purpose of this symposium is to present novel work on how students’ scientific thinking, motivation, and engagement relate to important STEM outcomes and work on science teachers’ motivation and teaching practices. This symposium highlights the importance of using different methodological approaches to better understand the precursors of STEM outcomes and gives new insights into students’ STEM motivation and engagement and teachers’ own motivation for teaching science.
Sub Unit
Chair
Papers
Scientific Creativity and Imagination in Design-Based Makerspace Classrooms: From Problem-Solving to Possibility - Ananya Matewos, St. Norbert College; Vanessa Vongkulluksn, University of Nevada - Las Vegas
A Text Messaging–Based Experience Sampling Method Study of Students' Interest in Introductory Computer Science - Alex Lishinski, The University of Tennessee, Knoxville; Joshua Michael Rosenberg, The University of Tennessee - Knoxville; Omiya Sultana; Michael Mann, University of Tennessee; Joshua Dunn, The University of Tennessee - Knoxville
Examining Expectancy-Value Beliefs and Traces of Engagement in Science as a Function of Prior Knowledge - Michael Berro, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina Chapel Hill; Tony Perez, Old Dominion University; Robert D Plumley, University of North Carolina - Chapel Hill; Kelly Hogan, University of North Carolina - Chapel Hill; Mara Evans, UNC Department of Biology; Kathleen M. Gates, University of North Carolina - Chapel Hill; Abigail Panter, University of North Carolina - Chapel Hill; Jeff A. Greene, University of North Carolina - Chapel Hill
Science Teachers' Epistemic Cognition: In Situ Measurement and Relationship With Investigative Science Teaching Practices - Annette Ponnock