By the same authors

Student attitudes, engagement and participation in STEM subjects

Research output: Book/Report › Commissioned report

Standard

Student attitudes, engagement and participation in STEM subjects. / Bennett, Judith; Braund, Martin ; Sharpe, Rachael May.

London : The Royal Society, 2014. 52 p.

Research output: Book/Report › Commissioned report

Harvard

Bennett, J, Braund, M & Sharpe, RM 2014, Student attitudes, engagement and participation in STEM subjects. The Royal Society, London. <https://royalsociety.org/-/media/education/policy/vision/reports/ev-3-vision-research-reports-20140624.pdf?la=en-GB&hash=75DA4DE6E39235089BF3C83AC695CA20>

APA

Bennett, J., Braund, M., & Sharpe, R. M. (2014). Student attitudes, engagement and participation in STEM subjects. The Royal Society. https://royalsociety.org/-/media/education/policy/vision/reports/ev-3-vision-research-reports-20140624.pdf?la=en-GB&hash=75DA4DE6E39235089BF3C83AC695CA20

Vancouver

Bennett J, Braund M, Sharpe RM. Student attitudes, engagement and participation in STEM subjects. London: The Royal Society, 2014. 52 p.

Author

Bennett, Judith ; Braund, Martin ; Sharpe, Rachael May. / Student attitudes, engagement and participation in STEM subjects. London : The Royal Society, 2014. 52 p.

Bibtex - Download

@book{0034c02e86e64fc69eedd7d24c7a0e79,
title = "Student attitudes, engagement and participation in STEM subjects",
abstract = "This report has been prepared as part of the work being undertaken by the Royal Society{\textquoteright}s Vision Project, which aims to set out a vision for how the UK might achieve inspiring, high-performing education systems which can deliver a radical shift in the population{\textquoteright}s understanding, engagement with and appreciation of mathematics and science by 2030.This report addresses four questions:1. What does the evidence say about student attitudes, engagement and participation in STEM subjects?2. How can mathematics and science education be made most enjoyable, rewarding and effective?3. What types of evidence need to be collected in future in order to assess more reliably students{\textquoteright} choices and the reasons for these?4. How should research and intervention strategies evolve to collect this evidence?The report consists of two sections. The first is a review of the literature in the area. The second draws on the findings of the review to provide a commentary on possible future directions for work on student attitudes, engagement and participation in STEM subjects in the next 15-20 years, and implications for mathematics and science education. ",
keywords = "attitudes, participation, engagement , STEM",
author = "Judith Bennett and Martin Braund and Sharpe, {Rachael May}",
note = "Report commissioned by the Royal Society for the Vision for Science and Mathematics Education project (Evidence 3).",
year = "2014",
month = jun,
language = "English",
publisher = "The Royal Society",
address = "United Kingdom",

}

RIS (suitable for import to EndNote) - Download

TY - BOOK

T1 - Student attitudes, engagement and participation in STEM subjects

AU - Bennett, Judith

AU - Braund, Martin

AU - Sharpe, Rachael May

N1 - Report commissioned by the Royal Society for the Vision for Science and Mathematics Education project (Evidence 3).

PY - 2014/6

Y1 - 2014/6

N2 - This report has been prepared as part of the work being undertaken by the Royal Society’s Vision Project, which aims to set out a vision for how the UK might achieve inspiring, high-performing education systems which can deliver a radical shift in the population’s understanding, engagement with and appreciation of mathematics and science by 2030.This report addresses four questions:1. What does the evidence say about student attitudes, engagement and participation in STEM subjects?2. How can mathematics and science education be made most enjoyable, rewarding and effective?3. What types of evidence need to be collected in future in order to assess more reliably students’ choices and the reasons for these?4. How should research and intervention strategies evolve to collect this evidence?The report consists of two sections. The first is a review of the literature in the area. The second draws on the findings of the review to provide a commentary on possible future directions for work on student attitudes, engagement and participation in STEM subjects in the next 15-20 years, and implications for mathematics and science education.

AB - This report has been prepared as part of the work being undertaken by the Royal Society’s Vision Project, which aims to set out a vision for how the UK might achieve inspiring, high-performing education systems which can deliver a radical shift in the population’s understanding, engagement with and appreciation of mathematics and science by 2030.This report addresses four questions:1. What does the evidence say about student attitudes, engagement and participation in STEM subjects?2. How can mathematics and science education be made most enjoyable, rewarding and effective?3. What types of evidence need to be collected in future in order to assess more reliably students’ choices and the reasons for these?4. How should research and intervention strategies evolve to collect this evidence?The report consists of two sections. The first is a review of the literature in the area. The second draws on the findings of the review to provide a commentary on possible future directions for work on student attitudes, engagement and participation in STEM subjects in the next 15-20 years, and implications for mathematics and science education.

KW - attitudes

KW - participation

KW - engagement

KW - STEM

M3 - Commissioned report

BT - Student attitudes, engagement and participation in STEM subjects

PB - The Royal Society

CY - London

ER -

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