Student Interest and Teacher Efficacy in STEM Instruction — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Student Interest and Teacher Efficacy in STEM Instruction

Name: Samantha White
Major: Elementary and Cross-Categorical Special Education
Hometown: Fox River Grove, IL
Faculty Sponsor:
Other Sponsors:
Type of research: SURE
Funding: SURE

Abstract

          This observational study, Student Interest and Teacher Efficacy in STEM Instruction, was created, conducted, and analyzed by Carthage Education student Samantha White, under the mentorship of Education professor Dr. Prisca Moore. Extended analyses and plans for future extensions of the study were supported through Carthage's 2015 SURE (Summer Undergraduate Research Experience).
          This study sought to identify and describe notable trends in student interest in, and teacher efficacy towards STEM (Science Technology Engineering and Mathematics) instruction at the elementary and middle school levels at a local Kenosha charter school specializing in these areas. This study was launched in order to take advantage of the unique opportunity of a second campus of this charter school opening its doors to a whole new group of students and teachers who had not yet experienced the STEM intensive curriculum.
          The quantitative data was collected based on student and teacher responses to surveys from the National Science Foundation at the beginning and end of the 2014-2015 academic school year. Students' and teachers' grade levels and years of experience within the specialized program were documented and considered as well. The second year of data collection is currently underway with the Fall 2015 responses being processed and Spring 2016 surveys being prepared for administration.
          Anecdotal and quantitative information will be shared regarding the process and present outcomes of this study, in addition to discussions of continued research.

Poster file