The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.

This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

This study examines the development of science identity and understanding of science inquiry among a sample of high school and college-aged students of color, a majority of whom were female, during a yearlong informal science research internship. Formal science settings often have structures that form barriers between students and science, by removing these structures, informal science settings transform the science process into a relevant learner-centered experience. Informal science education (ISE) programs have been commonly studied for simple affective outcomes. These programs have been shown to improve interest, confidence, and motivation in science in addition to improving general attitudes toward science. However, the outcomes of ISE programs on deeper affective outcomes such as identity have yet to be thoroughly explored. Additionally, research on the impact these programs have on cognitive growth and science inquiry development is extremely limited. With the importance of ISE programs becoming increasingly recognized, the need to develop a deeper understanding of the program impacts is imperative. Lastly, the impact these programs have on students of color is of keen interest as ISE programs show potential for combatting their persistent underrepresentation in science. Guided by Carlone and Johnson’s (2007) science identity framework, this study utilized a case-study approach, which included a mixed-methods data collection process. Observations and semi-structured interviews were used in conjunction with an open-response questionnaire and quantitative survey to analyze the interactions within the informal science setting more deeply. Findings showed that participants experienced a positive statistical change in their understanding of science inquiry and science identity. Qualitative analysis of the data revealed two over-arching themes of the research experience: (1) Students’ Self-Development; and (2) The Learning Environment. Lastly, structural implications, such as program duration and same-race mentorship, are discussed as methods for retaining students of color in science.

The purpose of this research study was to examine how STEM (science, technology, engineering, and mathematics) teachers incorporate culturally relevant teaching and multicultural education into their syllabi to prepare pre-service teachers (PSTs) with the expectation that this pedagogical method would result in successfully teaching diverse students. This study explored the history of K-12 STEM education as well as the access, participation, and performance of Black and Hispanic students in AP STEM courses. The final focus of the study was to examine how high school teachers of Advanced Placement (AP) STEM courses infuse culturally relevant practices into their teaching. The study examined data about the professional teaching experience, culturally relevant teaching (CRT) philosophy, and practices of teachers and how they create their syllabi to integrate culturally relevant teaching as they prepare pre-service teachers. In addition, it also examined and analyzed data from interviews with AP STEM teachers on the pedagogical and curricular materials they utilize to support the cultural diversity of students. The findings show that teacher educators and STEM in-service teachers are familiar with CRT and acknowledge its effectiveness as a strategy in reducing the achievement gaps that exist in the education of Black and Hispanic students when compared to White students. The findings also indicate that many teacher educators and in-service teachers can translate their understanding of CRT into practice as evidenced by the examination of their syllabi and lesson plans. However, teacher educators experience challenges in helping their PSTs see the relevancy of culture or culturally relevant teaching in STEM, and the AP teachers of STEM courses experienced challenges in maintaining student engagement and improving scores on the AP exams. This study suggests the necessity of supporting both STEM teacher educators and STEM in-service teachers through professional development to inform and support culturally relevant teaching in STEM education.

"It is the purpose of this paper, therefore, to show how in Florida's Program of Studies in the Elementary School science and social studies are related to each other. It will be urged that these subjects should be so related as to assist in developing those characteristics in boys and girls which will enable them to adjust creatively, within a democratic framework, to the problems and situations created through the interaction of technology and social change. In doing this it will be necessary: (1) to establish the social and psychological needs that underlie such a program; (2) to examine the Program of Studies as found in the Florida Curriculum Bulletin Series, published by the State Department of Education, relating to these two areas; (3) to work out a series of charts correlating work described in certain Florida Curriculum Bulletins; and (4) to develop one of these problem areas as a Resource Unit"--Introduction. / Typescript. / "June, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 54-55).

Origin of the survey: During the latter half of the year 1921, Professor Paul Monroe, of Teachers College, Columbia University, working under the auspices of the Chinese National Association for the Advancement of Education made an extensive tour in China for the purpose of lecturing on educational administration, and making a critical investigation of the schools and higher institutions. Professor Monroe discovered many serious defects in the system of education, and pointed out with particular emphasis the weakness and inadequacy of the science instruction, and the urgent need for improving it.

Researchers and policymakers are interested in the pathway to the STEM workforce given projections about a workforce shortage and the underrepresentation of women and people of color in STEM. These examinations often rely on the STEM pipeline model as a framework for understanding STEM persistence, which uses a STEM degree as a proxy for future workforce entry. However, this approach limits knowledge on STEM persistence to students’ postsecondary years and is not an appropriate framework for examining persistence from a longitudinal perspective. Few studies use longitudinal data and methods appropriate for examining STEM persistence and identifying when attrition from the pathway to the workforce is likely to occur. I used STEM career aspirations and social cognitive career theory as a guiding framework to track students on their trajectory to the STEM workforce. Using data from the Education Longitudinal Study of 2002 (ELS:2002), I examined the career aspirations histories from grade 10 to age 26 of high school students with early STEM career aspirations. I constructed alluvial diagrams to explore patterns of differential change in students’ career aspirations over time and how these patterns relate to STEM-related milestones. I used survival analysis to determine whether and when students lose their STEM career aspirations for the first time during their secondary, postsecondary, and early adult years. I applied discrete-time hazard modeling to determine how students’ characteristics, background affordance, and math self-efficacy contribute to their likelihood of no longer aspiring to a STEM career. I found that students’ career aspirations are unstable over time. Nearly half of the students in the sample lose their STEM career aspirations by grade 12. Still, it was more likely that students who reached STEM-related milestones aspired to a STEM career at the juncture preceding those achievements. While students’ early STEM career aspirations did not appear to have a considerable impact on reaching STEM-related milestones, most of the students who reached those milestones persisted in their grade 10 STEM career aspirations. Students’ gender, race, parental educational expectations, math achievement, and math self-efficacy all have statistically significant impacts on the likelihood of no longer aspiring to a STEM career. I provide implications for future research, policy, and practice related to STEM persistence.

Science education has maintained a longstanding goal of enhancing societal interest, values, and understandings of science. Despite a series of public education reforms and efforts by scientific researchers, scientific literacy and passion remain sparse across the American public. In fact, many students demonstrate a lack of interest in the sciences as early as first grade, with major drop-offs occurring by the age of 14. This is further exacerbated for youth of color, as science is deeply rooted in pervasive and institutionalized racism. When accessible, out-of-school science experiences are uniquely positioned to promote youth agency, leverage students’ current values, and challenge structural inequities. Therefore, this work sought to highlight the narratives of three young science learners who identify as youth of color and graduated from an eight-year-long museum science program. A narrative inquiry was implemented, guided by Critical Race Theory and Cultural Learning Pathways as frameworks. Data from semi-structured interviews, questionnaires, and drawings provided insight into the students’ orientations towards science and the development of those orientations. The study took place during the Covid-19 outbreak. Implications of the pandemic on the study are discussed. Findings from the study suggest that students positively identify with science and feel at home in The Museum. It was also noticed, however, that the students maintained ideologies consistent with Western perspectives. Recommendations include creating homeplaces, making out-of-school learning more easily accessible, and creating justice-centered curricula.

This study explores how an afterschool science program for girls that uses a curriculum written by female scientists/science educators and highlights the contributions of women in science, technology, engineering, and mathematics (STEM) fields affects girls’ perception of scientists, confidence in their science skills, belief in their ability to do science, and helps them construct a positive science identity. Using self-efficacy, identity, feminist, gender, and learning theories as theoretical frameworks, this study investigates how strengthening girls’ belief in their ability to do science and confidence in their science skills and content knowledge can increase girls’ curiosity and generate a sustained interest in science that may eventually lead to STEM degrees and careers later in life. By providing girls with hands-on science experiences that emphasize leadership, cooperative learning, critical thinking, and creativity, as well as female role models and stories of successful women in STEM fields, the study provides evidence of a successful intervention format that leads to a sustained interest in science both in and outside of school. Data were collected in this qualitative case study via a survey (with Likert scale and open-ended questions), an interview, and artifacts (student work), and analyzed using open and axial coding to look for themes in the data around participants’ changing perceptions of science and scientists, increasing confidence in their science skills and content knowledge, enhanced belief in their ability to do science, and positive identity construction. The results of this study provide information about how to format a successful after-school program with a curriculum and methodology that nurtures learning, and by proxy, generates greater achievement and participation in STEM among girls that could extend through secondary school and possibly into post-secondary education and career choices. HYPOTHESISters was an afterschool STEAM program for upper elementary-aged girls (4th and 5th grades) based in West Harlem. The program was conducted on twelve consecutive Saturdays, for two hours per session, in the fall of 2019 (September 21st through December 7th) at The Forum at Columbia University. The curriculum, developed by the primary researcher in conjunction with another educator, consisted of one 12-lesson outer space-themed unit. The program participants consisted of twenty girls - ten 4th grade girls and ten 5th grade girls, between the ages of eight and ten. Most of the participants reside in West Harlem or the surrounding area. Except for four girls who identify as Caucasian, most identify themselves as members of communities of color, with seven participants being Latina, eight being Black or African American, and one being Asian (from India).

Scientific literacy entails mastery of basic scientific thinking practices. Rather than focus attention exclusively on students’ acquisition of science content knowledge, students should be engaged in the practice of science in order to support development of the critical thinking skills essential to scientific work. Previous research (Kuhn et al., 2017) has demonstrated the advancement of high-school students’ scientific reasoning and understanding of the nature of science following participation in a problem-based inquiry activity based on a socio-scientific issue. The present research investigates whether superior maintenance and transfer of scientific practices and understandings occur when students engage in investigations involving multiple such issues, including one of particular personal relevance for the population of students who participated. The intervention employed in the current work is the same one as in the study by Kuhn et al. (2017). However, in this study 84 ninth-grade students were assigned to one of three intervention groups who addressed different topics in a classroom activity that took place over five sessions of eighty minutes each. One group (the Astronaut group) addressed a neutral topic. The second group (the Asthma group) addressed a personally relevant topic. The third group addressed both of these topics. Students worked in pairs in a guided problem-based investigation to identify relations between multiple factors and an outcome. Students’ investigations began with comparisons of individual data points, and then proceeded to comparison of entire samples depicted graphically in Inspire Data, a data analysis tool for beginners. Thirty days following completion of the intervention, students were assessed on their ability to design controlled comparisons, to coordinate the effects of multiple-variables on an outcome, and to understand principles of scientific method. Results showed no statistically significant differences across groups in the maintenance and transfer of skills; the development of an experimental design, counterargument, and selection of informative evidence, although all groups showed gains compared to an earlier non-intervention group (Kuhn et al., 2017). However, the third multiple-topic group showed superior performance to the first two groups, in particular with respect to the understanding of multiple causes contributing to an outcome. These results suggest that the relevance of content and provision of multiple contexts to apply skills and understandings can enhance the development of science skills and understandings and aid in understanding their real-life relevance.