This qualitative study was conducted to explore gifted students’ conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students’ retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students’ self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.

中文翻译：

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资优生对高中STEM教育的看法

这项定性研究旨在探讨天才学生对高中科学、技术、工程和数学 (STEM) 教育的看法。参与者是从一所大型研究型大学的荣誉学院中选出的七名男女大学新生。深入访谈记录了学生对高中 STEM 教育概念的回顾。使用现象学分析框架对访谈记录进行归纳分析。调查结果包括一个结果空间，由六个核心类别的意义组成，代表 STEM 学习环境、机构支持、社会支持、教师素质、积极参与学习以及学生对其 STEM 能力的自我认知。