Marc Drews
Datos Biográficos
| ID | 312116 |
|---|---|
| NOMBRE | Marc Drews |
| NOMBRES | Marc |
| APELLIDO | Drews |
| FIRMA | DREWS M |
| AFILIACIONES | Technical University of Denmark |
| ORCID | 0000-0002-3532-4780 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Capacity development for locally-led knowledge co-production processes in Real World Labs for managing climate and disaster risk
Knowledge co-production processes are increasingly used to promote transdisciplinary collaboration and integration of knowledge across scales to better understand and govern complex sustainability challenges. However, existing literature tends to overlook the capacities and skills required for designing, researching and facilitating such processes, and the empirical evidence base demonstrating their benefits remains narrow. For example, practical…
Perceptions of STEM Barriers in Adolescence
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Nitrogen dioxide as proxy indicator of air pollution from fossil fuel burning in New Delhi during lockdown phases of Covid-19 pandemic period
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Evidence-based narratives in European research programming
The article introduces and exemplifies the approach of evidence-based narratives (EBN). The methodology is a product of co-design between policy-making and science, generating robust intelligence for evidence-based policy-making in the Directorate General for Research and Innovation of the European Commission (DG RTD) under the condition of high uncertainty and fragmented evidence. The EBN transdisciplinary approach tackles practical problems of …
One simulation, different conclusions—the baseline period makes the difference
The choice of the baseline period, intentionally chosen or not, as a reference for assessing future changes of any projected variable can play an important role for the resulting statement. In regional climate impact studies, well-established or arbitrarily chosen baselines are often used without being questioned. Here we investigated the effects of different baseline periods on the interpretation of discharge simulations from eight river basins …
Learning hand in hand
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevan…
Interest, Mindsets and Engagement
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Developmental Trajectories of Adolescents’ Math Motivation
One simulation, different conclusions—the baseline period makes the difference
The choice of the baseline period, intentionally chosen or not, as a reference for assessing future changes of any projected variable can play an important role for the resulting statement. In regional climate impact studies, well-established or arbitrarily chosen baselines are often used without being questioned. Here we investigated the effects of different baseline periods on the interpretation of discharge simulations from eight river basins …
Learning hand in hand
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevan…
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Evidence-based narratives in European research programming
The article introduces and exemplifies the approach of evidence-based narratives (EBN). The methodology is a product of co-design between policy-making and science, generating robust intelligence for evidence-based policy-making in the Directorate General for Research and Innovation of the European Commission (DG RTD) under the condition of high uncertainty and fragmented evidence. The EBN transdisciplinary approach tackles practical problems of …
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Nitrogen dioxide as proxy indicator of air pollution from fossil fuel burning in New Delhi during lockdown phases of Covid-19 pandemic period
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Capacity development for locally-led knowledge co-production processes in Real World Labs for managing climate and disaster risk
Knowledge co-production processes are increasingly used to promote transdisciplinary collaboration and integration of knowledge across scales to better understand and govern complex sustainability challenges. However, existing literature tends to overlook the capacities and skills required for designing, researching and facilitating such processes, and the empirical evidence base demonstrating their benefits remains narrow. For example, practical…
Perceptions of STEM Barriers in Adolescence
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Developmental psychology (8 obras) · Psychology (8 obras) · Social Psychology (6 obras) · Career Development and Diversity (5 obras) · Education, Achievement, and Giftedness (5 obras) · Social Psychology (5 obras) · Medicine (4 obras) · Perception (4 obras) · Youth Development and Social Support (4 obras) · Computer Science (3 obras)