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

    Access Status
    Fulltext not available
    Authors
    Koul, R.
    Fraser, Barry
    Maynard, N.
    Tade, M.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Koul, R. and Fraser, B. and Maynard, N. and Tade, M. 2017. Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding. Learning Environments Research: pp. 1-16.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-017-9255-8
    ISSN
    1387-1579
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/64551
    Collection
    • Curtin Research Publications
    Abstract

    © 2017 Springer Science+Business Media B.V., part of Springer Nature 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 & 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 & 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.

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