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Students' Engagement in Different STEM Learning Environments: Integrated STEM Education as Promising Practice?
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- Author(s): Struyf, Annemie (ORCID
Struyf, Annemie (ORCID 0000-0002-9668-1271 ); De Loof, Haydée (ORCIDDe Loof, Haydée (ORCID 0000-0002-9810-7804 ); Boeve-de Pauw, Jelle; Van Petegem, Peter (ORCIDVan Petegem, Peter (ORCID 0000-0002-4078-7800 )- Language:
English- Source:
International Journal of Science Education. 2019 41(10):1387-1407.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 21
- Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education - Subject Terms: Learner Engagement; STEM Education; Educational Environment; Educational Practices; Student Centered Learning; Teacher Student Relationship; Lesson Plans; Grade 9; Secondary School Students; Authentic Learning; Secondary School Teachers; Observation; Student Attitudes; Interaction; Interdisciplinary Approach; Inquiry; Cooperative Learning; Integrated Activities; Foreign Countries; Classroom Environment; Focus Groups; Student Behavior; Emotional Response; Instructional Effectiveness
- Subject Terms:
- Accession Number: 10.1080/09500693.2019.1607983
- ISSN: 0950-0693
- Abstract: In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students' engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students' engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students' engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers' implementation of a general student-centred approach.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1218680
- Availability:
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