Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) ...related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls' STEM participation.
In this contribution, we investigate links between teacher competence, teaching quality, and student outcomes in elementary science education. Students' conceptual understanding and interest were ...measured during two teaching units in a pre-post design (1070 students, 54 classes). Results show that teacher competence (pedagogical content knowledge, self-efficacy, and teaching enthusiasm) was positively related to students' interest; self-efficacy was positively related to student achievement. Three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management), which refer to the actual teacher-student-interactions in the classroom, mediated these relationships. These results help illuminate the mechanisms behind the effects of teachers on student outcomes.
•We examined links between teacher competence, teaching quality, and student outcomes.•Pedagogical content knowledge, self-efficacy, and teaching enthusiasm were positively related to students' interest.•Self-efficacy was positively related to student achievement.•Teaching quality in the classroom mediated these relationships.
Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, ...2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE = 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.
This is the fifth of seven publications in the Streaming Science EDIS series about using mobile instructional and communication technologies (ICTs) for outreach and engagement with your target ...audiences. This publication is intended as a guide for communication and education professionals to use various virtual reality (VR) hardware and software to create immersive online content about agricultural and natural resources spaces and places to communicate, teach, and engage with scientific content.
This article presents a thorough analysis of outdoor and informal learning in science education by applying bibliometric methodologies. A comprehensive search was conducted across scholarly databases ...using specific keywords related to outdoor and informal learning in science education. The data collected underwent thorough analysis using a range of bibliometric indicators to assess trends in publication, citation patterns, and collaboration networks within the field. Key aspects such as yearly publication rates, primary sources, and the geographic distribution of authors were explored in this study. The objective was to understand the network of collaboration and research diversity across different regions in outdoor and informal learning within science education. The bibliometric analysis revealed a steady increase in the number of publications over time, reflecting the growing significance of this topic. Citation patterns and collaboration networks highlighted key works and influential researchers shaping the field. The study also found global participation, with contributions from authors across numerous regions worldwide, demonstrating extensive geographic distribution. These findings provide valuable insights into current trends and important areas for future research. Academics, researchers, and policymakers can leverage this information to guide their work and develop targeted strategies to enhance outdoor and informal learning in science education.
The aim of this study is to examine how science, technology, engineering, and mathematics (STEM) education is implemented in the published literature. To accomplish this, the educational experiences ...published in indexed magazines in the main Web of Science collection during the 2013–2018 period were examined, with special attention paid to (a) The STEM concepts defined in the theoretical frameworks; (b) the STEM disciplines that intervene; (c) the possible benefits of STEM education; and (d) the key aspects for the success of the educational intervention. The results indicate that the theoretical frameworks used normally focus more on the variables that are the object of the study than on STEM education, and that there are multiple interpretations of what STEM education is, and these interpretations do usually involve the integrated appearance of the four disciplines that make up the acronym.
On 21 December 2020, the world witnessed a rare celestial rendezvous when Jupiter and Saturn came together in a ‘great conjunction’. The event is popular as the ‘Christmas Star’. A conjunction is not ...unique to Saturn and Jupiter. Every 20 years or so, they align (i.e., are in conjunction), and during these years, these planets make a beautiful pair in the sky. Their relative motions during the conjunction year are fun to watch and provide an excellent way to learn about planetary motion. Saturn and Jupiter are the largest of the five planets visible to the unaided eye in the night sky. Hence, their conjunction is called the ‘great conjunction’. In the night sky, Jupiter is particularly bright, appearing as a brilliant point of white light, while Saturn is a fainter dull white object, as bright as a typical bright star. On 21 December 2020, during the great conjunction, Jupiter shone at a magnitude of − 1.97, while Saturn was far less bright at a magnitude of +0.63. The great conjunction of 2020 coincided with the winter solstice (shortest day of the year in terms of hours of sunlight received) of the Northern Hemisphere.
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