Join us for the NSF 2015 Teaching and Learning Video Showcase: Improving Science, Math, Engineering, and Computer Science Education! This online showcase will include brief videos of cutting-edge NSF-funded work to improve teaching and learning. Members affiliated with MSPnet, CADRE, CIRCL, CAISE, STELAR, CS10Kcommunity, or ARC will be able to view, discuss, and comment on each others’ work. It will also allow each project to disseminate their work to the public at large, helping NSF achieve its goal of broad dissemination of innovative work.
In this webinar, leaders of current NSF projects will share the strategies, tools and technologies they use to measure youth interest and motivation in STEM in such settings. In addition, they will share their projects' findings and discuss challenges and lessons learned regarding measuring interest in STEM.
2012 National Survey of Science and Mathematics Education: Science Teacher Questionnaire solicits information regarding K-12 science teachers' opinions, their preparation, and their teacher practice. The questionnaire was developed and administered to a nationally representative sample of science teachers as part of the 2012 National Survey of Science and Mathematics Education. All of the participating teachers answered a core set of items (about 25-30 minutes of survey time).
Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms.
The Science Teaching Efficacy Belief Instrument (STEBI) is used in many studies to measure science teaching self-efficacy and outcome expectancy in preservice elementary teachers. This 25-item instrument uses a 5-point Likert scale.
The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers.
The Scientific Attitudes Inventory II (SAI II) assesses students' interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists. The 40-item SAI II includes position statements of attitudes assessed and attitude statements that were originally included in the original SAI, with changes made only to improve readability and to eliminate gender-biased language. All items use a 5-point Likert scale.
Building on previous research on the Science Teaching Efficacy Belief Instrument (STEBI) (I. Riggs and L. Enochs, 1990), the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers (SETAKIST), hypothesizes that science teacher self-efficacy exists in two constructs: teaching efficacy and knowledge efficacy. This instrument is comprised of 16 items, each measured by a 5-point Likert scale.
The link provides documentation for the SETAKIST as well as the SETAKIST itself.
The Students’ Adaptive Learning Engagement in Science (SALES) Questionnaire was developed to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms (grades 8-10). The SALES consists of 32 items, each measured on a 5-point Likert scale.
The link provides access to the SALES and its documentation.
STELAR collaborated with ITEST projects on a number of conference symposium proposals during 2014 for the 2015 conference year. We are thrilled that these three proposals have been selected so far. Learn more about the two presentations we will be leading at AERA and the one planned for NARST.
The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas -- from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world.
The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM fields. By approaching research and evaluation with flexibility and resourcefulness, the authors provide empirical evidence for the value of innovative approaches to STEM education that promote STEM interest and career-related outcomes and that build the foundational skills of the scientific and engineering workforce of the future.
A science summer camp is a popular type of informal science experience for youth. While there is no one model of a science camp, these experiences typically allow for more focused and in-depth exploration of different science domains and are usually hands-on and participatory. The goal of this research was to examine the impact of a short science camp program approximately 1 year after students attended the camp. Overall, the results revealed that attending a 2-day forensic science camp had a positive and continuing influence on the participants.