Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and tech...

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Bibliographic Details
Published in:Learning environments research 2018-07, Vol.21 (2), p.285-300
Main Authors: Koul, Rekha B., Fraser, Barry J., Maynard, Nicoleta, Tade, Moses
Format: Article
Language:English
Subjects:
Career Choice
Cooperative Learning
Education
Educational Technology
Effect Size
Engineering Education
Factor Analysis
Grade 4
Grade 5
Grade 6
Grade 7
Learning and Instruction
Learning environment
Original Paper
Pretests Posttests
Primary education
Primary school students
Questionnaires
Rating scales
School environment
Science Interests
Sociology of Education
Statistical Analysis
STEM Education
Student Attitudes
Student interests
Teaching Methods
Technology Education
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Summary:Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E and T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4-7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E and T activities, statistically-significant pretest-posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities. [Author abstract]
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-017-9255-8