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Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM

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Title: Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM
Language: English
Authors: Knezek, Gerald, Christensen, Rhonda, Tyler-Wood, Tandra, Periathiruvadi, Sita
Source: Science Education International. Mar 2013 24(1):98-123.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Peer Reviewed: Y
Page Count: 26
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Middle Schools
Grade 6
Grade 7
Grade 8
Descriptors: Middle School Students, Student Attitudes, STEM Education, Career Awareness, Hands on Science, Program Effectiveness, Knowledge Level, Quasiexperimental Design, Gender Differences, Learning Activities, Inquiry, Energy, Creativity, Science Interests
Geographic Terms: Louisiana, Maine, Texas, Vermont
Assessment and Survey Identifiers: Computer Attitude Scale
ISSN: 2077-2327
Abstract: Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical thinking prior to engagement in problem solving. Therefore, it is vital to prepare and develop interest in middle school students to participate in the future STEM workforce. This study examines the impact of hands-on authentic projects on middle school students' STEM content knowledge and perceptions. The participants for the study were 246 middle school students (Grades 6, 7, and 8) from six schools in the states of Texas, Louisiana, Maine and Vermont in the United States (U.S.). Employing a quasi-experimental design, the students who participated in the project activities were measured on their STEM knowledge and dispositions before and after project participation. The findings indicate that middle school students who participated in standby power monitoring activities not only reported gains in their STEM content knowledge, but also showed an improvement in their creative tendencies and their perceptions about STEM subjects and careers. This increase in STEM perceptions was more pronounced for female middle school students than for male students. The results of the study suggest that carefully designed project-based activities that encourage inquiry-based learning can be very effective at the middle school level. (Contains 5 tables and 4 figures.)
Abstractor: As Provided
Number of References: 66
Entry Date: 2014
Accession Number: EJ1015828
Database: ERIC
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  Data: Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM
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  Data: <searchLink fieldCode="AR" term="%22Knezek%2C+Gerald%22">Knezek, Gerald</searchLink><br /><searchLink fieldCode="AR" term="%22Christensen%2C+Rhonda%22">Christensen, Rhonda</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler-Wood%2C+Tandra%22">Tyler-Wood, Tandra</searchLink><br /><searchLink fieldCode="AR" term="%22Periathiruvadi%2C+Sita%22">Periathiruvadi, Sita</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. Mar 2013 24(1):98-123.
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
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  Data: 26
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  Data: 2013
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  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Maine%22">Maine</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink>
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  Data: Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical thinking prior to engagement in problem solving. Therefore, it is vital to prepare and develop interest in middle school students to participate in the future STEM workforce. This study examines the impact of hands-on authentic projects on middle school students' STEM content knowledge and perceptions. The participants for the study were 246 middle school students (Grades 6, 7, and 8) from six schools in the states of Texas, Louisiana, Maine and Vermont in the United States (U.S.). Employing a quasi-experimental design, the students who participated in the project activities were measured on their STEM knowledge and dispositions before and after project participation. The findings indicate that middle school students who participated in standby power monitoring activities not only reported gains in their STEM content knowledge, but also showed an improvement in their creative tendencies and their perceptions about STEM subjects and careers. This increase in STEM perceptions was more pronounced for female middle school students than for male students. The results of the study suggest that carefully designed project-based activities that encourage inquiry-based learning can be very effective at the middle school level. (Contains 5 tables and 4 figures.)
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  Label: Abstractor
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  Data: As Provided
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  Data: 66
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  Data: EJ1015828
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1015828
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 98
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Career Awareness
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      – SubjectFull: Hands on Science
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Quasiexperimental Design
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      – SubjectFull: Gender Differences
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      – SubjectFull: Learning Activities
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      – SubjectFull: Energy
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      – SubjectFull: Louisiana
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      – SubjectFull: Maine
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      – SubjectFull: Texas
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      – TitleFull: Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM
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