Skip to main content

Advertisement

SpringerLink
Log in

Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

Abstract

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • ACARA (Australian Curriculum, Assessment and Reporting Authority). (2011). The Australian Curriculum. www.acara.edu.au.

  • ACER (Australian Council for Educational Research). (2016a, December 6). Latest PISA results: Australia at the cross-road. [Media release]. Retrieved from: https://www.acer.edu.au/about-us/media/media-releases/latest-pisa-results-australia-at-the-crossroad.

  • ACER (Australian Council for Educational Research). (2016b). TIMSS 2015: A first look at Australia’s results. Retrieved from: https://www.research.acer.edu.au.

  • Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131–150.

    Article  Google Scholar 

  • Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments. Rotterdam: Sense Publishers.

    Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Huang, I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–62.

    Article  Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Sebela, M. P. (2004). Using teacher action research to promote constructivist learning environments in South Africa. South African Journal of Education, 24(4), 245–253.

    Google Scholar 

  • Australian National Engineering Taskforce. (2010). Scoping our future: Addressing Australia’s engineering skills shortage. www.anet.org.au.

  • Bundy, A. (1999). 21st century literacy…Still no single measure. Incite, 20(5), 8. Retrieved from: http://archive.alia.org.au/incite/1999/05/literacy.html.

  • Burden, R. L., & Fraser, B. J. (1993). Use of classroom environment assessments in school psychology: A British perspective. Psychology in the Schools, 30(3), 232–240.

    Article  Google Scholar 

  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers Association.

    Google Scholar 

  • Byrne, D. B., Hattie, J. A., & Fraser, B. J. (1986). Student perceptions of preferred classroom learning environment. The Journal of Educational Research, 80(1), 10–18.

    Article  Google Scholar 

  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.

    Article  Google Scholar 

  • Cohn, S. T., & Fraser, B. J. (2016). Effectiveness of student response systems in terms of learning environment, attitudes and achievement. Learning Environments Research, 19, 153–167.

    Article  Google Scholar 

  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.

    Article  Google Scholar 

  • Early Childhood STEM Working Group. (2017). Early STEM matters: Providing high-quality experiences for all young learners. Retrieved from: http://ecstem.uchicago.edu.

  • Fraser, B. J. (1981a). Using environmental assessments to make better classrooms. Journal of Curriculum Studies, 13(2), 131–144.

    Article  Google Scholar 

  • Fraser, B. J. (1981b). Test of science-related attitude (TOSRA). Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1234). New York: Springer.

    Chapter  Google Scholar 

  • Fraser, B. J. (2014). Classroom learning environments: Historical and contemporary perspectives. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (II ed., pp. 104–119). New York: Routledge.

    Google Scholar 

  • Fraser, B. J., Aldridge, J. M., & Adolphe, F. S. G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40, 551–571.

    Article  Google Scholar 

  • Fraser, B. J., & Butts, W. L. (1982). Relationship between perceived levels of classroom individualization and science-related attitudes. Journal of Research in Science Teaching, 19(2), 143–154.

    Article  Google Scholar 

  • Fraser, B. J., & Fisher, D. L. (1983). Development and validation of short forms of some instruments measuring student perceptions of actual and preferred classroom learning environment. Science Education, 67(1), 115–131.

    Article  Google Scholar 

  • Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399–422.

    Article  Google Scholar 

  • Fraser, B. J., & Tobin, K. G. (Eds.). (1987). Exemplary practice in science and mathematics education. Perth: Key Centre for Teaching and Research in School Science and Mathematics, Curtin University.

  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.

    Article  Google Scholar 

  • Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Abingdon: Routledge.

    Google Scholar 

  • Goh, S. C., & Fraser, B. J. (2000). Teacher interpersonal behaviour and elementary students’ outcomes. Journal of Research in Childhood Education, 14(2), 216–231.

    Article  Google Scholar 

  • Goodrum, D., & Rennie, L. J. (2007). Australian school science education national action plan 2008–2012. Retrieved from http://www.dest.gov.au/NR/rdonlyres/94684C4C-7997-4970-ACAC-5E46F87118D3/18317/Volume1final_28August2008.pdf.

  • Goss, P., Sonnemann, J., Chisholm, C., & Nelson, L. (2016). Widening gaps: What NAPLAN tells us about student progress (Grattan Institute Report No. 2016-3). Retrieved from: http://grattan.edu.au/wp-content/uploads/2016/03/937-Widening-gaps.pdf.

  • Harris, K. L., & (for the Australian Council of Deans of Science). (2012). A background in science: What science means for Australian society. Melbourne: Centre for the Study of Higher Education.

    Google Scholar 

  • Kennedy, T. J., & Odell, M. R. I. (2014). Engaging students in S.T.E.M. education. Science Education International, 25(3), 246–258. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1044508.pdf.

  • Khine, M. S. (Ed.). (2015). Attitude measurements in science education: Classic and contemporary approaches. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Kind, P. M., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29, 871–893.

    Article  Google Scholar 

  • Koul, R., Fraser, B. J., Maynard, N., Tade, M., & Henderson, D. (2016). Science, technology, engineering and mathematics (STEM) teaching to primary-school students. In R. V. Nata (Ed.), Progress in education (pp. 97–119). New York: Nova Science Publishers.

    Google Scholar 

  • Lachapelle, C. P., & Cunningham, C. M. (2007, March). Engineering is elementary: Children’s changing understanding of science and engineering. Paper presented at the 114th American Society for engineering education annual conference and exposition, Honolulu, HI.

  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94.

    Article  Google Scholar 

  • Lightburn, M. E., & Fraser, B. J. (2007). Classroom environment and student outcomes among students using anthropometry activities in high-school science. Research in Science and Technological Education, 25, 153–166.

    Article  Google Scholar 

  • Liu, L., & Fraser, B. J. (2013). Development and validation of an English classroom learning environment inventory and its application in China. In M. S. Khine (Ed.), Application of structural equation modeling in educational research (pp. 75–89). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • Masny, D., & Cole, D. (2007). Applying multiple literacies in Australian and Canadian contexts. In A. Simpson (Ed.), Future directions in literacy: International conversations conference proceedings (pp. 190–211). Sydney: Sydney University Press.

    Google Scholar 

  • Milliken, D., & Adams, J. (2010). Recommendations for science, technology, engineering and mathematics education (Report by STEM Work Group). Retrieved from: http://www.k12.wa.us/publications.

  • Murcia, K. (2009). Science in the news: An evaluation of students’ scientific literacy. Teaching Science, 55(3). Retrieved from: http://ro.ecu.edu.au/ecuworks/577/.

  • Naisbitt, J., & Aburdene, P. (1990). Megatrends 2000. London: Sidwick & Jackson.

    Google Scholar 

  • Norton, B. (2007). Critical literacy and international development. In L. Mario & T. M. de Souza (Eds.), Critical literacy: Theories and practices (Vol. 1, pp. 6–15). Nottingham: Centre for the Study of Social and Global Justice, University of Nottingham.

    Google Scholar 

  • Office of Chief Scientist. (2016). Australia’s STEM workforce. Canberra: Australian Government.

    Google Scholar 

  • Office of the Chief Scientist. (November 2014). Benchmarking Australian science, technology, engineering and mathematics. www.chiefscientist.gov.au.

  • Ogbuehi, P. I., & Fraser, B. J. (2007). Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics. Learning Environments Research, 10, 101–114.

    Article  Google Scholar 

  • Riegle-Crumb, C., King, B., Grodsky, E., & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry to STEM college majors over time. American Educational Research Journal, 49, 1048–1073.

    Article  Google Scholar 

  • Schibeci, R. (2011). Productive partnerships: Advancing STEM education in Western Australian schools (A report to the Science Education Committee of Western Australian Technology & Industry Advisory Council, TIAC). Perth: Murdoch University.

    Google Scholar 

  • Sirrakos, G., Jr., & Fraser, B. J. (2017). A cross-national mixed-method study of reality pedagogy. Learning Environments Research, 20, 153–174.

    Article  Google Scholar 

  • Spinner, H., & Fraser, B. J. (2005). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes and conceptual development. International Journal of Science and Mathematics Education, 3(2), 267–293.

    Article  Google Scholar 

  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.

    Article  Google Scholar 

  • Teh, G. P. L., & Fraser, B. J. (1995). Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. Journal of Educational Computing Research, 12(2), 177–193.

    Article  Google Scholar 

  • Treagust, D. F., Duit, R., & Fraser, B. J. (1996). Overview: Research on students’ preinstructional conceptions—The driving force for improving teaching and learning in science and mathematics. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), improving teaching and learning in science and mathematics (pp. 1–14). New York: Teachers College Press.

    Google Scholar 

  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). New York: Springer.

    Chapter  Google Scholar 

  • van Langen, A., & Dekkers, H. (2005). Cross-national differences in participation in tertiary science, technology, engineering and mathematics education. Comparative Education, 41(3), 329–350.

    Article  Google Scholar 

  • Walker, S. L. (2006). Development and validation of the test of geography-related attitudes (ToGRA). Journal of Geography, 105, 175–181.

    Article  Google Scholar 

  • Williams, P. J. (2001). The teaching and learning of technology in Australian primary and secondary schools (Department of Education, Science and Technology Working Report). Canberra: Commonwealth of Australia.

    Google Scholar 

  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38, 321–341.

    Article  Google Scholar 

  • Wong, A. F. L., & Fraser, B. J. (1996). Environment–attitude associations in the chemistry laboratory classroom. Research in Science and Technological Education, 14, 91–102.

    Article  Google Scholar 

  • World Economic Forum. (2017). Realizing human potential in the fourth industrial revolution: An agenda for leaders to shape the future of education, gender and work. Switzerland. http://www3.weforum.org/docs/WEF_EGW_Whitepaper.pdf.

  • Zaragoza, J. M., & Fraser, B. J. (2017). Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research, 20, 1–20.

    Article  Google Scholar 

  • Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12–19.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Curtin University, GPO Box U 1987, Perth, WA, 6845, Australia

    Rekha B. Koul, Barry J. Fraser, Nicoleta Maynard & Moses Tade

Authors
  1. Rekha B. Koul
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Barry J. Fraser
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Nicoleta Maynard
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Moses Tade
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rekha B. Koul.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Koul, R.B., Fraser, B.J., Maynard, N. et al. Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding. Learning Environ Res 21, 285–300 (2018). https://doi.org/10.1007/s10984-017-9255-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-017-9255-8

Keywords

Search

Navigation