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Affecting attitudes towards science,...

Anderton, Charles Brett.

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Affecting attitudes towards science, high school African American students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Affecting attitudes towards science, high school African American students./
作者:	Anderton, Charles Brett.
面頁冊數:	48 p.
附註:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
標題:	Engineering. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1554885
ISBN:	9781303862779

Affecting attitudes towards science, high school African American students.
Anderton, Charles Brett.

Affecting attitudes towards science, high school African American students. - 48 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.S.)--Mississippi State University, 2014.

This item is not available from ProQuest Dissertations & Theses.

Racial minorities, women, and people with disabilities are underrepresented in the fields of Science, Technology, Engineering, and Mathematics (STEM). Attitude towards science has been shown to be a reliable predictor of science achievement. Project-Based Learning (PBL) has been shown to improve attitude towards a topic. The sample selected consisted of 113 African American high school students (68% to 32% female to male ratio) from Alabama, Louisiana, and Mississippi. A quasi-experimental research design which consisted of pre and post intervention measures of participants' attitudes towards science was utilized in this study. Overall, Phase 1, a week-long residential camp, saw greater increases with direct respect to time or gender due to the immersive nature of the camp, whereas Phase 2, an eight week long outreach, saw a more complex interaction of the two factors. PBL was shown to be an effective method of instruction to reach African American and women populations.

ISBN: 9781303862779Subjects--Topical Terms:

586835
Engineering.

Affecting attitudes towards science, high school African American students.
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520 $a Racial minorities, women, and people with disabilities are underrepresented in the fields of Science, Technology, Engineering, and Mathematics (STEM). Attitude towards science has been shown to be a reliable predictor of science achievement. Project-Based Learning (PBL) has been shown to improve attitude towards a topic. The sample selected consisted of 113 African American high school students (68% to 32% female to male ratio) from Alabama, Louisiana, and Mississippi. A quasi-experimental research design which consisted of pre and post intervention measures of participants' attitudes towards science was utilized in this study. Overall, Phase 1, a week-long residential camp, saw greater increases with direct respect to time or gender due to the immersive nature of the camp, whereas Phase 2, an eight week long outreach, saw a more complex interaction of the two factors. PBL was shown to be an effective method of instruction to reach African American and women populations.
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