Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction
This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal o...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/5/441 |
| _version_ | 1827741428816543744 |
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| author | Mercedes Edry Irit Sasson Yehudit Judy Dori |
| author_facet | Mercedes Edry Irit Sasson Yehudit Judy Dori |
| author_sort | Mercedes Edry |
| collection | DOAJ |
| description | This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-ended questionnaires, as well as interviews with a sample of students and mentors. The questionnaire was administered to 319 11th and 12th grade students majoring in science and technology in Israeli high schools. Of these, 262 participated in STEM-RAP and 57 took part only in studying a high-school STEM subject as a major. The results show highly positive scientific dispositions. A significant difference was found in intrinsic goal orientation in favor of the STEM-RAP students, who also had different contextual images of their mentors as ‘research partners’. The mentor interviews revealed several interaction themes, including content, procedural, and epistemic knowledge development, partnership, and emotional support. The findings emphasize the importance of research activities as part of active learning pedagogy for developing students’ motivation to study science. |
| first_indexed | 2024-03-11T03:47:24Z |
| format | Article |
| id | doaj.art-2228aeba6ba74c8099c832401a336fa2 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T03:47:24Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2228aeba6ba74c8099c832401a336fa22023-11-18T01:08:01ZengMDPI AGEducation Sciences2227-71022023-04-0113544110.3390/educsci13050441Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student InteractionMercedes Edry0Irit Sasson1Yehudit Judy Dori2Shamir Research Institute, University of Haifa, Haifa 3498838, IsraelShamir Research Institute, University of Haifa, Haifa 3498838, IsraelThe Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa 3200003, IsraelThis study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-ended questionnaires, as well as interviews with a sample of students and mentors. The questionnaire was administered to 319 11th and 12th grade students majoring in science and technology in Israeli high schools. Of these, 262 participated in STEM-RAP and 57 took part only in studying a high-school STEM subject as a major. The results show highly positive scientific dispositions. A significant difference was found in intrinsic goal orientation in favor of the STEM-RAP students, who also had different contextual images of their mentors as ‘research partners’. The mentor interviews revealed several interaction themes, including content, procedural, and epistemic knowledge development, partnership, and emotional support. The findings emphasize the importance of research activities as part of active learning pedagogy for developing students’ motivation to study science.https://www.mdpi.com/2227-7102/13/5/441mentor–student interactionscientific dispositionsSTEM career choiceSTEM research apprenticeshipactive learningsecondary school |
| spellingShingle | Mercedes Edry Irit Sasson Yehudit Judy Dori Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction Education Sciences mentor–student interaction scientific dispositions STEM career choice STEM research apprenticeship active learning secondary school |
| title | Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction |
| title_full | Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction |
| title_fullStr | Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction |
| title_full_unstemmed | Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction |
| title_short | Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction |
| title_sort | secondary school apprenticeship research experience scientific dispositions and mentor student interaction |
| topic | mentor–student interaction scientific dispositions STEM career choice STEM research apprenticeship active learning secondary school |
| url | https://www.mdpi.com/2227-7102/13/5/441 |
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