Environmental Science - general

Discipline Group: 

Environmental Science

Gender Differences in Conceptualizations of STEM Career Interest: Complementary Perspectives from Data Mining, Multivariate Data Analysis and Multidimensional Scaling

Data gathered from 325 middle school students in four U.S. states indicate that both male (p < .0005, RSQ = .33) and female (p < .0005, RSQ = .36) career aspirations for being a scientist are predictable based on knowledge of dispositions toward mathematics, science and engineering, plus self-reported creative tendencies. For males, strong predictors are creative tendencies (beta = .348) and dispositions toward science (beta = .326), while dispositions toward mathematics is a weaker (beta = .137) but still a significant (p < .05) predictor.


Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

 This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science.

American Teens' Knowledge of Climate Change

American Teens’ Knowledge of Climate Change reports results from a national study of what American teens in middle and high school understand about how the climate system works, and the causes, impacts and potential solutions to global warming. There are 75 individual questions. A straight grading scale was constructed (scores 90% and above = A, 80-89% = B, 70-79% = C, 60-69% = D, and scores 59% and below = F), using only items for which there was a correct or best answer.


Validation of the Teaching Engineering Self-Efficacy Scale for K-12 Teachers: A Structural Equation Modeling Approach

Background: Teacher self-efficacy has received attention because of its direct relationship with teachers’ classroom behaviors. Since engineering has been increasingly introduced in K-12 (precollege) education, development of an instrument to measure teachers’ self-efficacy in the context of teaching engineering has been needed.

Purpose (Hypothesis): This study reports the development and validation of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers.


Teacher Efficacy and Attitudes toward STEM (T-STEM) Survey

Each of the five Science, Technology, Engineering, Mathematics, and Elementary Teacher Efficacy and Attitudes toward STEM Surveys (T-STEM) contains six 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 scale is called the Personal STEM Teaching Efficacy Belief Scale (PSTEBS) and consists of Likert-scale questions which ask the respondent about their confidence in their teaching skills.


The Wilder Collaboration Factors Inventory

The inventory is a free tool to assess how your collaboration is doing on 20 research-tested success factors. It takes about fifteen minutes to complete. It can be distributed to a small group of leaders in the collaborative, during a general meeting, or via mail to all members for the most complete picture. You can tally your score manually or online.  


Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views. However, the crucial component of assessing learners’ NOS views remains an issue in research on NOS.

Utilizing Collaboration Theory to Evaluate Strategic Alliances

Increasingly, collaboration between business, non-profit, health and educational agencies is being championed as a powerful strategy to achieve a vision otherwise not possible when independent entities work alone. But the definition of collaboration is elusive and it is often difficult for organizations to put collaboration into practice and assess it with certainty. Program evaluators can assist practitioners concerned with the development of a strategic alliance predicated on collaboration by understanding and utilizing principles of collaboration theory.


Progress in the Development of a Multidimensional Measure of Fear of Failure: The Performance Failure Appraisal Inventory (PFAI)

Measuring fear of failure (FF) is a tremendous challenge for researchers and practitioners because (a) existing measures have demonstrated limited support for the validity of their score interpretations, and (b) existing measures are unidimensional while accumulating evidence suggests that FF is multidimensional. The Performance Failure Appraisal Inventory (PFAI) was developed to measures a set of empirically-derived cognitive-motivational-relational appraisals associated with FF.


PASCI Student Self-Concept Inventory

The Personal and Academic Self-Concept Inventory (PASCI) measures global, social, physical, and academic components of self-concept, as well as social anxiety. It is a 45-item instrument for middle and secondary school students, and college students. Participants can respond on a continuum, ranging from “practically never” to “very often.”