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Making Undergraduate STEM Education More Inclusive, Interpersonal, and Interdisciplinary Through Challenge-Based Learning
Making Undergraduate STEM Education More Inclusive, Interpersonal, and Interdisciplinary Through Challenge-Based Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152726
- ISBN
- 9798384449935
- DDC
- 507
- 서명/저자
- Making Undergraduate STEM Education More Inclusive, Interpersonal, and Interdisciplinary Through Challenge-Based Learning
- 발행사항
- [Sl] : University of California, Berkeley, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 104 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Full, Robert J.;Linn, Marcia C.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Berkeley, 2024.
- 초록/해제
- 요약The increasing complexity of global challenges demands a STEM-enriched approach to learning for all students, regardless of their future career paths. Challenge-Based Learning (CBL) is a pedagogical method to foster a STEM-enriched education, engaging students in the design of societally impactful, interdisciplinary solutions. To investigate the potential of CBL, specifically in the context of Undergraduate STEM Education (USE), it is crucial to assess students' affective development such as their attitudes, beliefs, and self-perceptions related to STEM. This dissertation explores the impact of CBL on student affect through three interconnected studies centered on a large-enrollment Bioinspired Design course. Chapter 1 explores overall growth in measures of science connection-Science Identity (SciID), Science Self-Efficacy (Eff), and Internalization of Scientific Community Values (Val)-using the Tripartite Integration Model of Social Influence (TIMSI) framework. Results demonstrated significant pre/post increases in SciID and Eff across five semesters, with Val remaining stable. Item level analyses revealed specific impacts of CBL activities on these affective measures, particularly in developing students' confidence in creating novel technologies. Chapter 2 investigates the equity of these affective growth outcomes across seven demographic variables. Results indicated that the observed increases in science connection were largely equitable across diverse student populations, with differences in SciID development based on STEM major status and class status. Chapter 3 introduces and validates a novel affective construct: Innovation Skills self-efficacy. Developed using the Berkeley Evaluation & Assessment Research (BEAR) Assessment System, this construct provides a more targeted measure of self-efficacy aligned with the Innovation Skills needed for the future STEM-enriched workforce. Results showed approximately one standard deviation of pre/post growth, with a large effect size in the context of educational interventions. Collectively, this dissertation showcases the potential of CBL approaches in USE to foster equitable development of science connection and Innovation Skills self-efficacy across diverse student populations through comprehensive, psychometrically robust assessments of student affect. This research underscores the importance of holistic approaches to STEM education that cultivate not only knowledge and skills, but also the attitudes and beliefs necessary for success in the known and unknown STEM-enriched careers of the future.
- 일반주제명
- Science education
- 일반주제명
- Higher education
- 일반주제명
- Mathematics education
- 키워드
- Assessment
- 키워드
- STEM education
- 기타저자
- University of California, Berkeley Science & Mathematics Education
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152726
■006m o d
■007cr#unu||||||||
■020 ▼a9798384449935
■035 ▼a(MiAaPQ)AAI31490218
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a507
■1001 ▼aBhatti, Haider Ali.
■24510▼aMaking Undergraduate STEM Education More Inclusive, Interpersonal, and Interdisciplinary Through Challenge-Based Learning
■260 ▼a[Sl]▼bUniversity of California, Berkeley▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a104 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Full, Robert J.;Linn, Marcia C.
■5021 ▼aThesis (Ph.D.)--University of California, Berkeley, 2024.
■520 ▼aThe increasing complexity of global challenges demands a STEM-enriched approach to learning for all students, regardless of their future career paths. Challenge-Based Learning (CBL) is a pedagogical method to foster a STEM-enriched education, engaging students in the design of societally impactful, interdisciplinary solutions. To investigate the potential of CBL, specifically in the context of Undergraduate STEM Education (USE), it is crucial to assess students' affective development such as their attitudes, beliefs, and self-perceptions related to STEM. This dissertation explores the impact of CBL on student affect through three interconnected studies centered on a large-enrollment Bioinspired Design course. Chapter 1 explores overall growth in measures of science connection-Science Identity (SciID), Science Self-Efficacy (Eff), and Internalization of Scientific Community Values (Val)-using the Tripartite Integration Model of Social Influence (TIMSI) framework. Results demonstrated significant pre/post increases in SciID and Eff across five semesters, with Val remaining stable. Item level analyses revealed specific impacts of CBL activities on these affective measures, particularly in developing students' confidence in creating novel technologies. Chapter 2 investigates the equity of these affective growth outcomes across seven demographic variables. Results indicated that the observed increases in science connection were largely equitable across diverse student populations, with differences in SciID development based on STEM major status and class status. Chapter 3 introduces and validates a novel affective construct: Innovation Skills self-efficacy. Developed using the Berkeley Evaluation & Assessment Research (BEAR) Assessment System, this construct provides a more targeted measure of self-efficacy aligned with the Innovation Skills needed for the future STEM-enriched workforce. Results showed approximately one standard deviation of pre/post growth, with a large effect size in the context of educational interventions. Collectively, this dissertation showcases the potential of CBL approaches in USE to foster equitable development of science connection and Innovation Skills self-efficacy across diverse student populations through comprehensive, psychometrically robust assessments of student affect. This research underscores the importance of holistic approaches to STEM education that cultivate not only knowledge and skills, but also the attitudes and beliefs necessary for success in the known and unknown STEM-enriched careers of the future.
■590 ▼aSchool code: 0028.
■650 4▼aScience education
■650 4▼aHigher education
■650 4▼aEducational tests & measurements
■650 4▼aMathematics education
■653 ▼aAssessment
■653 ▼aBioinspired Design
■653 ▼aBiology education
■653 ▼aChallenge-Based Learning
■653 ▼aSTEM education
■690 ▼a0714
■690 ▼a0745
■690 ▼a0288
■690 ▼a0280
■71020▼aUniversity of California, Berkeley▼bScience & Mathematics Education.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0028
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163575▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
