Impact of Engineering Curricula and Student Programming on STEM Attitudes among Middle and High School Students (Evaluation)

摘要

Ajzen and Fishbein's theory of reasoned action describes a relationship between attitude, intention, and behavior; behavior is a result of intention and intention is a result of attitude towards the behavior combined with beliefs about how others will judge the behavior. Within this context, both individual student and overall classroom attitude towards science, technology, engineering, and math (STEM) disciplines and their content can affect student behaviors of engagement, performance, and persistence in STEM subjects and subsequent choice of a STEM career. Thus, creating a positive attitude towards STEM, overall, is a goal of STEM education. Interventions can be evaluated not only for their effect on STEM content learning, but also for their effect on student attitudes which can have longer-term effects on student career choice. Klopfer described six categories of attitudes relevant to science education goals: attitudes towards science and scientists, attitude towards inquiry, adoption of scientific attitudes like curiosity and open-mindedness, enjoyment of science learning experiences, interest in science apart from learning experiences, and interest in a career in science.