Bioscience - general

Discipline Group: 

Bioscience

Career Maturity Inventory Form C

It is a 24-item scale that measures change along four scales of student career awareness and planning, along with open-response items about specific schooling intentions and career aspirations. Four scales are Concern, Curiosity, Confidence, and Consultation.

 

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Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument

A review of relevant literatures led to the construction of a self-report instrument designed to measure two subtypes of student engagement with school: cognitive and psychological engagement. The psychometric properties of this measure, the Student Engagement Instrument (SEI), were assessed based on responses of an ethnically and economically diverse urban sample of 1931 ninth grade students. Factor structures were obtained using exploratory factor analyses (EFAs) on half of the dataset, with model fit examined using confirmatory factor analyses (CFAs) on the other half of the dataset.

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A School Connectedness Scale for Use with Adolescents

Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school.

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Emerging Researchers National (ERN) Conference Video Contest Award Winners - 2018

The Emerging Researchers National (ERN) Conference in Science, Technology, Engineering and Mathematics (STEM) is hosted by the American Association for the Advancement of Science (AAAS), Education and Human Resources Programs (EHR) and the National Science Foundation (NSF) Division of Human Resource Development (HRD), within the Directorate for Education and Human Resources (EHR).

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Assessing Gaming, Computer and Scientific Inquiry Self-Efficacy in a Virtual Environment

In this chapter, I discuss the development, piloting and revision of a new instrument for measuring pre/post the academic self-efficacy of students. The initial motivation for the creation of this new instrument came from an unsuccessful search for an instrument to measure self-efficacy in an NSF-funded project designed to investigate the motivational effects of a multi-user virtual environment (MUVE) on the science achievement of middle-school students.

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Students Attitudes towards STEM survey

The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result). The first five scales consists of Likert-scale questions which ask the respondent about their confidence and attitudes toward math, science, engineering and technology, and 21st century learning respectively.

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Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

Social Justice Driven STEM Learning (STEMJ): A Curricular Framework for Teaching STEM in a Social Justice Driven, Urban, College Access Program

This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM.

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STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

 From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school coursework to accomplish their postsecondary education and career goals. During the same period Florida required completion of the ePEP, Florida’s Career and Professional Education Act stimulated a rapid increase in the number of statewide high school career academies.

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Techno-Social Change Agents: Fostering Activist Dispositions Among Girls of Color

Discourse about girls and women of color in technology has followed the familiar path of using a single-unit analysis to explain disparity. Consequently, approaches to “motivate” girls of color overemphasize gender and engage in technological fetishization without fully considering how race, gender, class, and technology are co-constituted.

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