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Relationships among Authentic Science Learning Experiences and Measures on Students' Perceptions of Science and Abilities in STEM Disciplines.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Relationships among Authentic Science Learning Experiences and Measures on Students' Perceptions of Science and Abilities in STEM Disciplines./
Author:	Coats, Ruth.
Description:	1 online resource (41 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-03.
Contained By:	Masters Abstracts International84-03.
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9798351453149

Relationships among Authentic Science Learning Experiences and Measures on Students' Perceptions of Science and Abilities in STEM Disciplines.
Coats, Ruth.

Relationships among Authentic Science Learning Experiences and Measures on Students' Perceptions of Science and Abilities in STEM Disciplines. - 1 online resource (41 pages)

Source: Masters Abstracts International, Volume: 84-03.

Thesis (M.A.)--Austin Peay State University, 2022.

Includes bibliographical references

This study uses data collected by J. Sickler Consulting to determine the extent of implementing authentic learning on the areas of "Fascination with STEM," "Beliefs in STEM Competencies," and "Innovation Stance." The 104 students from across the United States who participated in the study were exposed to authentic learning activities after their teacher attended the Smithsonian's National Air and Space Museum's Teacher Innovator Institute. The teachers participated in 80 hours of professional development focusing on effective strategies for integrating authentic learning into the classroom. This study explores the relationship among authentic learning opportunities on students' perceptions of science and abilities in STEM disciplines. The data was limited by several factors including a small sample size, variations with the fidelity of implementation, and time available. It suggests that authentic learning may affect the students' fascination with STEM and their beliefs in their STEM competencies, but not have a significantly significant effect on the students' innovation stance. The study also considers the relationship between the students' fascination with STEM and their beliefs in their STEM competencies. The data suggests that there is a positive correlation between the two areas both before and after the implementation of authentic learning strategies. More research and analysis are needed to find out more about the relationship among the data collected and the impact of authentic learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798351453149Subjects--Topical Terms:

1151737
Science education.
Subjects--Index Terms:

Science learningIndex Terms--Genre/Form:

554714
Electronic books.

Relationships among Authentic Science Learning Experiences and Measures on Students' Perceptions of Science and Abilities in STEM Disciplines.
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500 $a Source: Masters Abstracts International, Volume: 84-03.
500 $a Advisor: Short, Philip.
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504 $a Includes bibliographical references
520 $a This study uses data collected by J. Sickler Consulting to determine the extent of implementing authentic learning on the areas of "Fascination with STEM," "Beliefs in STEM Competencies," and "Innovation Stance." The 104 students from across the United States who participated in the study were exposed to authentic learning activities after their teacher attended the Smithsonian's National Air and Space Museum's Teacher Innovator Institute. The teachers participated in 80 hours of professional development focusing on effective strategies for integrating authentic learning into the classroom. This study explores the relationship among authentic learning opportunities on students' perceptions of science and abilities in STEM disciplines. The data was limited by several factors including a small sample size, variations with the fidelity of implementation, and time available. It suggests that authentic learning may affect the students' fascination with STEM and their beliefs in their STEM competencies, but not have a significantly significant effect on the students' innovation stance. The study also considers the relationship between the students' fascination with STEM and their beliefs in their STEM competencies. The data suggests that there is a positive correlation between the two areas both before and after the implementation of authentic learning strategies. More research and analysis are needed to find out more about the relationship among the data collected and the impact of authentic learning.
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538 $a Mode of access: World Wide Web
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653 $a Authentic learning spaces
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