Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM

Autor/inn/en	Almarode, John T.; Subotnik, Rena F.; Steenbergen-Hu, Saiying; Lee, Geesoo Maie
Titel	Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM
Quelle	In: Research in the Schools, 25 (2018) 1, S.72-84 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Student Attitudes; STEM Education; High School Graduates; College Readiness; Academic Persistence; Learning Processes; Educational Attainment; Scientific Concepts; Mathematical Concepts; Interdisciplinary Approach; Self Efficacy; Instructional Effectiveness; Institutional Characteristics; Public Schools; Majors (Students); Special Schools + Suchen Sie Ihr Suchwort? Schülerverhalten; STEM; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Learning process; Lernprozess; Bildungsabschluss; Bildungsgut; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Public school; Öffentliche Schule; Special school; Sonderschule
Abstract	The purpose of this study was to investigate links among experiences commonly associated with strategies and experiences of surface versus deep learning in science, technology, engineering, and mathematics (STEM) courses, STEM school graduates' (n = 3,526) reported level of college readiness, and eventual completion of university degrees in a STEM discipline. Using logistic regression analysis, we identified 4 variables linked to reported feelings of college readiness of graduates of specialized STEM high schools and their reported undergraduate degrees. These variables comprised: (a) the level of focus on deep conceptual understanding in STEM content, (b) the number of concepts covered in high school STEM classes, (c) the depth of concept coverage, and (d) connections made between STEM concepts and other content areas. Of these 4 variables, some were found to be positively associated with graduates' feelings of college readiness; yet, no variables were associated with earning an undergraduate degree in STEM. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01