Search Results (980)

This paper presents a pedagogical intervention targeted at secondary school students developed by two researchers in physics. The project seeks to narrow the gender gap in STEM fields by fostering students’ critical awareness of gender stereotypes and roles, helping them to recognize the influence that gender has on their educational choices and professional aspirations. Unlike other orientation programs, here STEM subjects are not the explicit content, rather the working methodology. Our intervention adopts a project-based learning approach introduced by a board game designed to engage students in the topic. Students are guided in carrying out an autonomous investigation of gender discrepancies within their family, school, and peer contexts through a scientific approach, by administering surveys, gathering and analyzing data, and using gender indicators. The final objective is developing a Gender Report of the school. After presenting the project, we document the project experience in nine schools of the Naples (Italy) area through a qualitative analysis of students’ Reports, focusing on the gender dynamics they have identified, as well as the facilitators’ observations. Our analysis shows that traditional gender roles and stereotypes persist, yet first-hand observation may stimulate students’ critical thinking skills from a gender perspective. Full article

Integrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary school teachers with a commitment to implementing i-STEM in their schools but who have not received any specific professional development in this domain. Through individual, qualitative interviews, the study revealed considerable variation in how the teachers interpreted and enacted i-STEM in their schools. Teachers tended to develop learning activities that prioritized the subject area of their particular expertise and that had only tenuous links to mathematics. They considered i-STEM more engaging for their students than traditional subjects but were constrained in their planning by their various school regimes concerning assessment, curricula, and timetables. These structural and systemic impediments represent a core challenge for STEM teachers and teaching as greater numbers of schools and teachers in Australia are expected to implement some form of i-STEM education. Insights from this study point to the importance of developing support structures that allow for variations in context, as well as teacher interest and experience, yet that embrace a coherent and cohesive view of i-STEM, in the absence of a formal STEM curriculum and available professional development opportunities. Full article

Recruitment and retention of students in STEM fields continues to be a challenge. Existing models of recruitment and retention emphasize the role of domain interest and identity. In the current research, we investigated the role of transformative experience combined with domain interest/identity in predicting academic and career choice. Transformative experiences represent a form of deep engagement in which students actively apply school learning in their everyday lives and find value in doing so. We looked specifically at academic and career choice, i.e., available educational paths and various career options, in the field of geoscience, as the geosciences currently struggle to attract and retain majors, resulting in a lack of professionals to fill these jobs. We collected survey data from students (n = 60) at three U.S. universities, and used hierarchical multiple regression to investigate self-efficacy, pre-geoscience interest/identity, transformative experience, and post-geoscience interest/identity as predictors of geoscience academic and career choice. The full regression model explained 69% of the variance in geoscience academic/career choice. Further, stepwise regression analysis revealed that post-geoscience interest/identity fully mediated the relations between the other significant predictors (pre-geoscience interest/identity and transformative experience) and geoscience academic/career choice. Full article

Fathers’ parental leave use has often been explained by differing fatherhood ideals among low vs. highly educated fathers. However, recent research reveals that 75% of the educational-level impact stems from workplace differences. Therefore, a deeper understanding of how workplace dynamics interact with both fathers’ ideals and actual leave practices is needed. Drawing on in-depth interviews with Norwegian fathers with and without higher education, we explore how different workplace dynamics, especially the degree of individual competition, interact with fatherhood ideals and fathers’ actual leave practices. We find strong adherence to the idea of ‘involved fatherhood’ and fathers’ quota across educational levels and workplace dynamics but large variation in practices. Our analyses show how childcare responsibility and absence from work responsibility do not necessarily correspond and how formal leave uptake and actual leave practices may differ. Our findings indicate that non-transferable fathers’ leave may dissolve former attitude-based divisions, as fathers across educational levels in collectively organized jobs support and practice child-centered leave. Still, fathers in competitive jobs may continue to practice ‘work-centered fatherhood’ despite their strong gender-egalitarian beliefs and formal leave uptake. Hence, workplace dynamics—especially the degree of individualized competition and the fear of becoming replaceable—may be more relevant than fatherhood ideals to understand and enhance fathers’ actual leave use and involved fatherhood practices. Full article

This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education. Full article

This paper introduces an innovative approach to physics education by integrating the Ant Colony Optimization (ACO) algorithm within a simulation-based learning environment to optimize wind turbine blade angles. Using a simulated wind farm model, students analyze the impact of blade angle adjustments on energy output. The results demonstrate that the ACO algorithm effectively determines optimal blade angles, maximizing energy production. Compared to traditional instructional methods, this approach enhances students’ understanding of wind energy principles and the practical application of metaheuristic optimization techniques in physics and engineering. Furthermore, the study highlights the potential of combining ACO with active learning strategies in STEM education to cultivate advanced problem-solving skills and foster deeper engagement with complex energy systems. Full article

The underrepresentation of women in science fields limits their potential in solving current global challenges. As a lighthouse to close this gender gap, role models are crucial for girls to build their science identity, even in their early years. Therefore, we describe a combined mentoring intervention taking place during scientific summer camps for girls. In these camps, young girls lived for a week undertaking an intensive program conducting cutting-edge research and in close contact with female mentors and other girls within a community of practice. They were mentored in small groups, but there were also chances for participating in talks, entrepreneurial workshops, and social activities all together. On the last day, the girls presented their research results, sharing their perceptions about the camp and their concerns regarding the role of women in science in an open-door final conference. By means of a mixed-method assessment conceptualization, the aim of this study is to provide evidence supporting the impact of non-formal education settings to effectively enhance girls’ science potential by using inspiring female scientists acting as mentors and role models. Furthermore, the study intends to shed light on what were regarded to be the key factors of the camp design that had such an impact on the participating girls. In particular, the findings demonstrate that the participating girls improved their attitudes towards STEM after the camp, highlighting how role models, in several roles, were key to empowering them in science through the building of a gender-responsive and inclusive community. Finally, the paper also discusses the key elements of the intervention based on the lessons learned and its transferability to different educational contexts in order to expand the beneficial effects of a gender-sensitive science education to build an inclusive future. Full article

This study analysed the determining factors of the concentration of “superstar firms” in specific economies, with a focus on the interaction between technological innovation, economic development, and market structures. Using global data from Statista on superstar firms for the year 2022, statistical methods such as correlation analysis, an ANOVA, and cluster analysis were applied to identify patterns and relationships between variables like the GDP, market capitalization, and the development of artificial intelligence (AI). The analysis in this paper revealed significant positive correlations between the number of superstar firms and key economic indicators such as the GDP and market capitalization, suggesting that these firms drive economic growth and technological advancement. The cluster analysis identified groupings of countries based on their technological capabilities and economic performance, highlighting that a great number of these firms are concentrated in advanced economies. This work emphasizes the importance of technological infrastructure, innovation policies, and regulatory frameworks in promoting competitive environments for superstar firms. Additionally, it addresses the socioeconomic implications, including challenges related to wealth concentration, inequality, and the transformation of the labour market. Public policies are recommended to foster inclusive innovation, STEM education, and international governance to balance global competitiveness with equitable economic growth. Full article

This study explores first-year university students’ perceptions of psychological safety, team creativity, and academic well-being in problem-based learning (PBL) teams at Aalborg University, where PBL is systematically implemented. These constructs are vital for fostering effective collaboration and positive academic outcomes, yet their interrelations in educational contexts remain underexplored. A survey was administered to 893 students across STEM and Health programs, using validated instruments for psychological safety, team creativity, and academic well-being. Results indicate moderate to strong correlations among the three constructs, underscoring the interplay and connection between psychological safety, team creativity and academic well-being in team settings. Gender and program-based differences were examined, revealing small but significant distinctions, such as higher team creativity scores among STEM students and greater psychological safety reported by male students. These findings highlight the importance of fostering trust and inclusivity within PBL teams, particularly for students transitioning to university-level education. This study contributes to understanding the interplay between psychological safety, creativity, and academic well-being in collaborative learning environments and highlights the need for further research to explore both the development and distribution of these critical concepts, especially during students’ transition to higher education. Full article

This study presents relevant elements of seismic resilience strategy containing an innovative digital mapping tool tailored for Bucharest, one of Europe’s most seismically vulnerable areas. The framework integrates seismic resilience indicators and expert input with Bucharest’s seismic micro-zonation map to systematically identify critical relocation areas, including educational institutions, medical facilities, and open spaces for emergency use. A seven-step methodology underpins the strategy: identifying resilience indicators, gathering local data, conducting expert workshops, mapping vulnerable areas, designating emergency open spaces, incorporating educational institutions as shelters, and evaluating the framework through a SWOT (strengths, weaknesses, opportunities, and threats) analysis. The digital mapping tool developed using Google My Maps provides a practical and accessible platform for emergency management professionals and the public, enabling real-time response coordination and informed long-term planning. District 2 is identified as the most vulnerable area due to high population density and peak ground acceleration (PGA), while District 4 faces challenges stemming from limited medical and relocation resources, despite experiencing lower seismic activity. The SWOT analysis demonstrates the tool’s potential as a robust disaster management framework, while highlighting the need for continuous updates, enhanced collaboration, and integration of additional data. This study offers a scalable model for other urban contexts, bridging the gap between strategic planning and operational readiness for seismic risk reduction. Full article

Despite its potential for STEM education, educational robotics remains out of reach for many classrooms due to upfront purchase costs, maintenance requirements, storage space, and numerous other barriers to entry. As demonstrated previously, these physical robot limitations can be reduced or eliminated through simulation. This work presents a new version of RoboScape Online, a browser-based networked educational robotics simulation platform that aims to make robotics education more accessible while expanding both the breadth and depth of topics taught. Through cloud-hosted simulations, this platform enables distant students to collaborate and compete in real-time. Integration with NetsBlox, a block-based programming environment, allows students at any level to participate in computer science activities. By incorporating a virtual machine for running NetsBlox code into the server, RoboScape Online enables scenarios to be built using the same syntax and abstractions used to program the robots. This approach enables more creative curriculum activities while proving that block-based programming is a valuable development tool, not just a “toy language”. Classroom case studies demonstrate RoboScape Online’s potential to improve students’ computational thinking skills and foster positive attitudes toward STEM subjects, with especially significant improvements in attitudes toward self-expression and creativity within the realm of computer science. Full article

Earth science education can be enriched by adding technological knowledge to enable monitoring human earth impacts by using soil science as an example. Modern sensing technologies and a mobile mapping platform can enhance an existing field laboratory exercise to expand students’ knowledge beyond the core subject matter. This multi-year study’s objectives were to enrich laboratory exercise content on soil compaction using a soil penetration resistance (PR) tester (penetrometer) with the concepts of direct (soil PR) and proximal remote sensing (cellphone photos of the sample area), and crowdsourcing of field data using a GPS-enabled mobile phone application in an introductory soil science course at Clemson University, South Carolina (SC), United States of America (USA). Students from multiple Science, Technology, Engineering, and Mathematics (STEM) disciplines (forestry, wildlife biology, and environmental and natural resources) participated in the study. They completed a set of reusable learning objects (RLOs) in the following sequence: pre-testing questionnaire, laboratory video, quiz, and post-testing questionnaire. Students had increased familiarity with the concepts from this exercise, as demonstrated by the post-assessment survey. The quiz, which was taken by 113 students online, had an average total correct score of 9 out of a possible 10. A post-assessment survey indicated that the laboratory exercise was an effective way to learn about field soil PR data, direct and proximal remote sensing, and crowdsourcing with a GPS-enabled cellphone application. Results from the two study years (2022 and 2024) were consistent, indicating validity and confidence in the findings. Full article

Background/Objectives: The nutritional knowledge and behavior of athletes are considerably influenced by the dietary recommendations of their coaches, which, in turn, affect their health and performance. In the context of social cognitive theory, this study examines the impact of general and sports nutrition knowledge (GeSNK), nutrition self-efficacy (NSE), and nutrition counseling self-efficacy (NCSE) on the dietary recommendations (DRs) provided by coach candidates and coaches (CC&Cs). Additionally, it explores variations in GeSNK, NSE, and NCSE among CC&Cs based on their sports positions, genders, and types of sports. Methods: This study included 70 coach candidates and 102 coaches, with data collected via validated scales for GeSNK, NSE, and NCSE. Using the PROCESS macro, the serial multiple mediator model was applied, and group comparisons were conducted via the Mann–Whitney U test. Results: The results revealed that 36% of participants achieved adequate GeSNK scores, but only 6.4% abstained from providing DRs. Participants engaged in individual sports exhibited higher NSE and NCSE scores than those involved in team sports. Additionally, 22.7% of CC&Cs identified their former coaches as a primary source of nutrition information. The study findings revealed that GeSNK, NSE, and NCSE significantly influenced DRs, collectively accounting for 23% of the variance in DRs. The direct effect of NCSE on DRs was statistically significant, whereas the direct effects of GeSNK and NSE were not significant. GeSNK and NSE jointly explained only 41% of the variance in NCSE, suggesting that additional factors influencing NCSE and DRs remain unexplored. Conclusions: To address the issue of inadequate dietary recommendations stemming from insufficient information, it is crucial to identify and understand these additional factors affecting NCSE and DRs. Diversifying nutrition education programs to enhance the nutrition knowledge of CC&Cs is essential. Furthermore, fostering collaboration between CC&Cs and nutritionists can ensure that athletes receive accurate and comprehensive nutritional guidance. Full article

It is critical that teachers are equipped with Science, Technology, Engineering and Mathematics (STEM) skills and knowledge as we move into a digital future. By integrating STEM into early childhood education, we can provide young children with invaluable opportunities to build their scientific knowledge from the very start, setting them up for success in their later STEM educational journeys. However, many educators within early childhood settings find it challenging to create engaging STEM-based activities for young children. Unfortunately, there is a scarcity of information on how teacher educators can support preservice teachers in developing their STEM competence. This study examined the perspectives of early childhood preservice teachers (PSTs) regarding their confidence and pedagogical content knowledge (PCK) in integrating STEM into their teaching practice. Utilising a qualitative multi-case study approach, semi-structured interviews with 11 PSTs and a document analysis of their assignment tasks and teaching artefacts were conducted to deepen our understanding of PCK skills. Data were analysed using Bryman’s thematic analysis, revealing key themes through a narrative analysis of PSTs’ responses. Several crucial themes emerged, with PSTs acknowledging that embedding STEM content into both theoretical classwork and practical placement significantly enhanced their content knowledge and confidence when teaching STEM in early childhood settings. It is essential for future research to explore and expand university–preschool partnerships to create immersive STEM experiences that benefit preservice teachers and future in-service teachers in this field. Full article

This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile and family income) on student performance in specific university mathematics courses. The endogenous construct, student performance in university mathematics courses, was assessed using final grades from three courses representing progressive levels of mathematical complexity. Previous research had often evaluated these factors in isolation, leaving gaps in understanding how they collectively influenced academic success in South African higher education. Participants were selected using stratified random sampling to ensure representation across diverse socioeconomic backgrounds and genders. Data collection relied on institutional records for NSC Mathematics results, university mathematics credits, and course grades. SES information was gathered using surveys capturing school quintile and family income data. Structural equation modelling (SEM), specifically the covariance-Based SEM approach, was employed to analyse these variables’ direct and indirect effects on student performance. The analysis was conducted using the lavaan package in R, enabling the simultaneous assessment of multiple variables and offering a comprehensive understanding of their interrelationships. Results indicated that NSC Mathematics results and university mathematics credits were significant predictors of student success. Additionally, gender and SES were found to moderate these relationships, with performance disparities observed. The findings emphasised the need for a multi-dimensional approach to predicting and supporting student success in university mathematics. Recommendations included the implementation of targeted interventions, such as academic assistance programmes and policy initiatives, to ensure that all students have equitable access to resources and opportunities. Full article