Informal Engineering Education after School: Employing the Studio Model for Motivation and Identification in STEM Domains

Autor/inn/en	Schnittka, Christine G.; Brandt, Carol B.; Jones, Brett D.; Evans, Michael A.
Titel	Informal Engineering Education after School: Employing the Studio Model for Motivation and Identification in STEM Domains
Quelle	In: Advances in Engineering Education, 3 (2012) 2, (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Informal Education; Engineering Education; STEM Education; Design; Middle School Students; Student Attitudes; Student Motivation; Student Empowerment; Caring; Identification (Psychology); Beliefs; Learning Activities; Peer Groups; College Students; Program Descriptions; Cooperative Learning; Questionnaires; Mixed Methods Research; Likert Scales; Grounded Theory + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Ingenieurausbildung; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Schulische Motivation; Studienberechtigung; Care; Pflege; Sorge; Betreuung; Belief; Glaube; Lernaktivität; Gleichaltrigengruppe; Peer Group; Collegestudent; Kooperatives Lernen; Fragebogen; Likert-Skala
Abstract	Studio STEM adopts a design studio model to provide middle school youth with the opportunity to work with peers and college student facilitators after school in a relaxed, non-threatening, collaborative environment. Two informal learning educators guided overall instruction and pacing, but youth directed their own step-by-step activities by appropriating available resources based on their understanding of presented science and engineering concepts and design problems. We investigated how Studio STEM impacted youth's motivation, beliefs, and identification with engineering, science, and computer science. We documented that the Studio STEM environment supported students' empowerment, highlighted the usefulness of the content, allowed students to feel successful, interested students, and provided the caring needed by students to increase their identification with engineering, science, and computer science. The increases in these beliefs also led to the high "effort" that youth dedicated to Studio STEM, and the claims that youth would "choose" to take a course in these subject areas even if they were not required to do so. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01