STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.
This article considers being inspired by statistics as both a learner and a teacher. It looks particularly at a task involving research of Minard's Map, a statistical representation, to create and present a statistical task for a learner. It describes how the use of imagery, and the enthusiasm that developed as the map and its context were explored by the teacher, were passed on to the learner. 相似文献
Nano-Ag particles/polyacrylamide (PAM) composites were synthesized by γ irradiation method and then blended with ethylene vinyl acetate (EVA). Dielectric behaviors of the Ag/PAM/EVA composites are investigated as a function of both the concentration and size of Ag particles. When concentration of the Ag fillers is rarely low, dielectric anomalies were first observed in contrast to the traditional percolation theory. As concentration of Ag increases, volume resistivity and breakdown field strength are enhanced, loss tangent (tan δ) reduced and dielectric constant kept invariable. In addition, the above variation became larger when the diameter of the Ag nano-particles is smaller. Such dielectric anomalies may be understood by considering the unique "Coulomb Blockade Effect" of the nano-sized Ag particles. 相似文献
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献