Term
Summer 2025
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Patty Born Selly and Jennifer Carlson
Content Expert
Kim Van Wie
Abstract
As the field of STEM grows and expands, it does the same within classrooms. Self-efficacy in students' STEM experiences and skill building can be promoted by educators. When students do have high STEM self-efficacy, they may be more likely to persevere through difficult tasks and remain optimistic during the learning process. This research is centered around the question: What are the five most critical components of STEM curriculum design that promote students' self-efficacy? After reading and researching, the five areas of criteria to help promote this became apparent: active and hands-on learning, inquiry-based with authentic problem-solving, self-identity and career awareness, collaborative learning, and supportive educator feedback. This paper explores these criteria and the effects on students' STEM self-efficacy in order to develop a rubric that guides educators, leading to the development of the self-efficacy STEM curriculum rubric.
Project Type
Rubric Creation and Evaluation
Keywords
Curriculum, Grades/ Student Performance, Science, Self-efficacy, STEM
Recommended Citation
Eisenreich, Rae, "Curriculum Promotion of Students’ STEM Self-Efficacy" (2025). School of Education and Leadership Student Capstone Projects. 1121.
https://digitalcommons.hamline.edu/hse_cp/1121
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects