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dc.contributor.authorKoul, R.
dc.contributor.authorFraser, Barry
dc.contributor.authorMaynard, N.
dc.contributor.authorTade, M.
dc.date.accessioned2018-02-06T10:01:26Z
dc.date.available2018-02-06T10:01:26Z
dc.date.created2018-02-06T09:25:43Z
dc.date.issued2017
dc.identifier.citationKoul, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/64551
dc.identifier.doi10.1007/s10984-017-9255-8
dc.description.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.

dc.publisherSpringer
dc.titleEvaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding
dc.typeJournal Article
dcterms.source.startPage1
dcterms.source.endPage16
dcterms.source.issn1387-1579
dcterms.source.titleLearning Environments Research
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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