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How Adolescent African American Females Make Sense of Stem Learning
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | How Adolescent African American Females Make Sense of Stem Learning. |
| 개인저자 | Hamilton, Jennifer Leigh. |
| 단체저자명 | The Florida State University. School of Teacher Education. |
| 발행사항 | [S.l.]: The Florida State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 148 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088317297 |
| 학위논문주기 | Thesis (Ph.D.)--The Florida State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Jakubowski, Elizabeth. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | Despite increasing attention given to STEM education in the United States, little focus is given on how adolescent African American females make sense of STEM education in a middle grades' context. Framed within the situated cognition theory, this study explores how young Black females make sense of STEM learning through engaging with structured STEM-based activities while participating in one of two different middle grades classroom settings. Furthermore, data from one-on-one interviews, task observations, and a focus group discussion were triangulated to show how the participants made sense of their learning. As a result of this study, participants' sensemaking of STEM emerged in three unique cases and was identified in light of how they defined the acronym STEM, how they verbalized and demonstrated the practices used by scientists and engineers, and the types of academic resiliency they either referred to or displayed throughout the process. |
| 일반주제명 | Education. Science education. Middle school education. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
