Identifying inspiring versus effective teaching: How do they link and differ?

Yu CHEN, Wing Mui Winnie SO, Qianwen HE

Research output: Other contribution

Abstract

This study investigated the impacts of a School-STEM Professionals’ Collaboration programme on elementary school students’ STEM stereotypes and attitudes toward STEM careers. During the programme, students were engaged in authentic STEM activities designed by teachers, education researchers, and STEM professionals. This study involved students of six classes (3th and 4th grade) from two primary schools in Hong Kong. Data were collected through drawings and surveys before and after the programme, and were analyzed using mixed ANOVA and graphic content analysis. The results indicated that the students showed increased interest in STEM, and more positive stereotypes of STEM professionals after the STEM learning. There were positive impacts on girls’ positive stereotypes. The implications for strategies in promoting STEM education are discussed. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

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stereotype
Teaching
student
elementary school
primary school
Hong Kong
content analysis
education
school grade
career
teacher
school
learning

Citation

Chen, Y., So, W. W.-M., & He, Q. (2019, April). Identifying inspiring versus effective teaching: How do they link and differ? Poster presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.