After-School and Informal STEM Projects: The Effect of Participant Self-Selection

Autor/inn/en	Vallett, David B.; Lamb, Richard; Annetta, Leonard
Titel	After-School and Informal STEM Projects: The Effect of Participant Self-Selection
Quelle	In: Journal of Science Education and Technology, 27 (2018) 3, S.248-255 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vallett, David B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9721-1
Schlagwörter	After School Programs; STEM Education; Educational Games; Science Instruction; Student Attitudes; Bayesian Statistics; Network Analysis; Intervention; Experimental Groups; Control Groups; Technology Education; Science Programs; Informal Education; Grants; Science Interests + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Netzplantechnik; Technisch-naturwissenschaftlicher Unterricht; Informelle Bildung; Nichtformale Bildung; Grant; Finanzielle Beihilfe
Abstract	This research represents an unforeseen outcome of the authors' National Science Foundation Innovation Technology Experiences for Students and Teachers (ITEST) program grant in science education. The grant itself focused on the use of serious educational games (SEGs) in the science classroom, both during and after school, to teach science content and affect student perceptions of science and technology. This study consists of a Bayesian artificial neural network analysis, using the preintervention measures of affect, interest, personality, and cognitive ability, in members of both the treatment and comparison groups to generate the probabilities that students would opt into the treatment group or choose not to participate. It appears, from this sample and the sampling methods of other related studies within the field, that despite sometimes profound results from technology interventions in science, interventions are affecting only those who already have a strong interest in STEM due to the manner in which participants are recruited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01