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Steam Education in High School and Beyond : = A Quantitative Investigation of Arts and Stem Using the High School Longitudinal Study of 2009.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Steam Education in High School and Beyond :/
其他題名:	A Quantitative Investigation of Arts and Stem Using the High School Longitudinal Study of 2009.
作者:	Forbes, Erin R.T.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355363043

Steam Education in High School and Beyond : = A Quantitative Investigation of Arts and Stem Using the High School Longitudinal Study of 2009.
Forbes, Erin R.T.

Steam Education in High School and Beyond :A Quantitative Investigation of Arts and Stem Using the High School Longitudinal Study of 2009. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of Houston-Clear Lake, 2017.

Includes bibliographical references

Science, Technology, Engineering, and Mathematics (STEM) plays an important part in the United States and global economy, but students are not persisting in STEM careers, often opting out of higher level STEM studies. Education policies and programs have witnessed an increased interest in integrating arts into STEM programs with some districts and educational institutions creating STEAM (science, technology, engineering, arts, and mathematics) programs. These programs are developed with the premise that students with creative aptitude should be engaged in STEM to boost creative thinking and problem solving in STEM fields. STEAM education is a relatively new field to education and no research links students with arts preference and their persistence into STEM after high school. This quantitative study seeks to address this gap in research utilizing data from the High School Longitudinal Study of 2009 (HSLS:09) to determine the STEM perceptions of students with preference for arts or STEM courses and also determine their persistence in STEM after high school. Data from HSLS:09 was selected due to the large and representative sample as results of the study could be generalized to students in the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355363043Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Steam Education in High School and Beyond : = A Quantitative Investigation of Arts and Stem Using the High School Longitudinal Study of 2009.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Sandra Browning.
502 $a Thesis (Ed.D.)--University of Houston-Clear Lake, 2017.
504 $a Includes bibliographical references
520 $a Science, Technology, Engineering, and Mathematics (STEM) plays an important part in the United States and global economy, but students are not persisting in STEM careers, often opting out of higher level STEM studies. Education policies and programs have witnessed an increased interest in integrating arts into STEM programs with some districts and educational institutions creating STEAM (science, technology, engineering, arts, and mathematics) programs. These programs are developed with the premise that students with creative aptitude should be engaged in STEM to boost creative thinking and problem solving in STEM fields. STEAM education is a relatively new field to education and no research links students with arts preference and their persistence into STEM after high school. This quantitative study seeks to address this gap in research utilizing data from the High School Longitudinal Study of 2009 (HSLS:09) to determine the STEM perceptions of students with preference for arts or STEM courses and also determine their persistence in STEM after high school. Data from HSLS:09 was selected due to the large and representative sample as results of the study could be generalized to students in the United States.
520 $a Surveys, a mathematic assessment, and transcript data from HSLS:09 were analyzed using correlation and multiple regression analyses. Results show that student favorite subject in ninth grade (mathematics, science, art, music, or computer science) yielded weak correlations with students' perception of STEM. Additionally, students' favorite subject in high school proved to be a poor predictor of most STEM persistence variables. This raises the question of why students' preference for mathematics and science is not a stronger predictor of STEM persistence and hints at a leaky STEM pipeline from high school into college. Additionally, art and music often negatively correlated to STEM preference variables illustrating the lack of student efficacy and interest in STEM. This study serves as an illustration of the status quo in STEM and arts inclined students and STEM perceptions as well as STEM longevity.
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