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1.
Educational activities and programs associated with the Maker movement, which emphasizes creation of physical and digital artifacts as part of the learning experience, are presumed to be highly engaging for youth. However, there has been limited research examining what features of Maker learning activities are associated with youth engagement. We describe a research approach using wearable electrodermal activity sensors and wearable cameras to obtain data from two afterschool programs at a community Makerspace for adolescent girls (N = 12, 13). Using data obtained from these two sources along with daily survey data, we compare what is revealed from these different data sources. We observe a moderate correlation between electrodermal activity and engagement from survey responses. We also observe that activities emphasizing personal expression elicited engagement from many youth. From the EDA data and first-person video, we also identify 23 moments when groups of participants had several concurrent EDA responses suggesting high levels momentary engagement. Key features associated with those moments were opportunities for peer socialization, interactive instructional discourse, and physical making activities when objects were being assembled and manipulated.  相似文献   

2.
This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.  相似文献   

3.
Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.  相似文献   

4.
Increasingly, adult mentors in informal, media-rich settings, like libraries and museums, seek to integrate both learning and civic engagement opportunities for youth into designed programming. This article illustrates how youth open and sustain opportunities for civic engagement over the course of a six-month, youth-driven program – Metro: Building Blocks (MBB) – housed within a digital media learning lab in an urban public library. Analysis develops the concept of civic rhythms as a means to feel out the social and affective contours of civic engagement that emerge in MBB. To better understand the civic rhythms of MBB, analysis focuses specifically on three rhythmic elements: pulsation, reciprocation, and oscillation. The article concludes suggesting that future research develop principles for designing-in-time that assist researchers and mentors in attuning to the youth-driven rhythms that sustain informal, media-rich programs.  相似文献   

5.
This paper examines the role of living–learning (L/L) programs in undergraduate women’s plans to attend graduate school in STEM fields. Using data from the 2004–2007 National Study of Living Learning Programs (NSLLP), the only existing multi-institutional, longitudinal dataset examining L/L program outcomes, the findings show that women’s participation in women-only STEM-focused L/L programs is positively associated with STEM graduate school aspirations, in comparison to residing in co-educational STEM L/L programs, all other L/L programs, and traditional residence halls. Socially supportive residence hall climates and women’s self-assessments as performing better than men in STEM contexts were also positively associated with STEM graduate school plans, while academically supportive residence hall climates and visiting the work setting of a STEM professional held negative relationships with the outcome. Implications are discussed for L/L programs and the utility of women-only programming within coeducational institutions of higher education.  相似文献   

6.
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth.  相似文献   

7.
The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.  相似文献   

8.
This mixed-methods research was conducted to understand the impact of learning and player growth in a League of Legends summer camp. Eighteen adolescents engaged in a three-day sleep-over summer camp with various team building activities. Data collected included API metadata from pre- and post-camp as well as semi-structured interview data with youth who attended the camp. Exposing the participants to teamwork methods had a significant impact on changing how players approached competitive game play and engagement in digital environments. In particular, we find that participation in the summer camp led to significant changes in vision score, the most team-focused aspect of the game for which statistics were available. Furthermore, as demonstrated by the qualitative data, evidence suggests youth have an understanding for how teamwork can positively influence peer interactions within digital environments. These findings are important as they demonstrate that teaching team-focused activities can have a significant impact on the players of competitive esports games, and it also implies that the role of teamwork within various digital platforms needs deeper study. Findings indicate that a transfer of learning occurs between physical and digital spaces and that youth recognize the importance of teamwork and team-building activities in digital learning spaces.  相似文献   

9.
Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, Edmodo, is examined as an educational tool used with Studio STEM. Results indicated that youth appropriated Edmodo to exhibit engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress with the guidance of instructors and facilitators. Based on results, we suggest that efforts to include SNSs in integrative science, technology, engineering, and mathematics programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement.  相似文献   

10.
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods)  相似文献   

11.
In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.  相似文献   

12.
Programs in which youth work collectively on an environmental stewardship project may provide social learning opportunities that support social-ecological system resilience and the development of social ties. However, few empirical investigations document the social learning processes that actually occur in these programs. This paper presents a multi-case study ethnography of six summer youth civic ecology education programs. Methods included participant observation, interviews, and group mind-mapping. The results suggest that programs offered moderate social learning contexts, with participants having little say over the direction and design of the program’s environmental stewardship goals. Nevertheless, participants worked together and collaborated on projects led by program leaders, with whom they developed strong ties. In programs focused on a single issue in one place, participants shifted their conceptual frames to include locally relevant concepts. While participants did not form strong ties with other program participants or with individuals from outside programs, they valued experiences where they led volunteers or were observed by others doing stewardship work. These results suggest that environmental stewardship programs can be designed to enhance social learning opportunities, which could incorporate strategies to increase youth developing ties with each other and with outside organizations.  相似文献   

13.
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14.
This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins’ (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students’ positive emotions toward engagement in learning goals. This study’s implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.  相似文献   

15.
ABSTRACT

The arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology.  相似文献   

16.
The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although little empirical work guides intervention efforts. In this qualitative research, ethnographic observations were combined with interviews with 24 students and 12 teachers to examine how the offerings of the learning environment interact with the processes of engagement through the perspective of students in a high-functioning alternative high school. Youth narratives provide an account of the development of engagement in the context of supportive relationships and a caring school community. Findings suggest that affective engagement precedes school identification and behavioral commitments to learning. Their narratives aid in understanding how students construct stories of transition in the schooling process, and help to contextualize current theories that describe engagement in learning for youth placed at risk.  相似文献   

17.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics.  相似文献   

18.
Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献   

19.
This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners—from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.  相似文献   

20.
This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.  相似文献   

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