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Editorial: The impact of place-based contextualised curriculum on student engagement and motivation in STEM education

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dc.contributor.author Holmes, Kathryn
dc.contributor.author Berger, Nathan
dc.contributor.author Mackenzie, Erin
dc.contributor.author Attard, Catherine
dc.contributor.author Johnson, Patrick
dc.contributor.author Fitzmaurice, Olivia
dc.contributor.author O'Meara, Niamh
dc.contributor.author Ryan, Veronica
dc.date.accessioned 2022-01-28T11:44:23Z
dc.date.available 2022-01-28T11:44:23Z
dc.date.issued 2022
dc.identifier.uri http://hdl.handle.net/10344/10964
dc.description peer-reviewed en_US
dc.description.abstract There is an imperative to educate our future citizens and STEM professionals, but at the same time in many countries, there are declining rates of STEM participation and achievement amongst our children in K-12 educational settings (Kennedy et al., 2014; Prendergast et al., 2014). How can we improve student engagement and motivation in STEM subjects? How can place-based contextualised approaches to teaching and learning improve teaching and learning in our schools? Many students see STEM subjects as abstract and disconnected from their lives, leading to disengagement and reduced levels of participation in STEM subjects in the senior years of formal schooling. Disengagement in STEM is related to factors such as self-efficacy, prior achievement, perceived levels of difficulty, interest, gender stereotypes and career aspirations (Britner and Pajares, 2006; Watt et al., 2012; Wang and Degol, 2013). Females often perceive STEM disciplines to be “male-oriented” and not focussed on societal benefits, leading them to disengage, particularly in subjects like engineering and computer science (Archer et al., 2013). Finding ways to challenge STEM stereotypes and to mediate the perceived difficulty of STEM subjects may help to address some of these barriers. Also, developing ways to improve interest in STEM subjects, so that students see the relevance and value of STEM in their lives, may improve STEM participation rates (Berger et al., 2020) en_US
dc.language.iso eng en_US
dc.publisher Frontiers Media en_US
dc.relation.ispartofseries Frontiers in Education;6:826656.
dc.subject STEM en_US
dc.subject education en_US
dc.title Editorial: The impact of place-based contextualised curriculum on student engagement and motivation in STEM education en_US
dc.type info:eu-repo/semantics/contributionToPeriodical en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.3389/feduc.2021.826656
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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