NE STEM 4U Afterschool Intervention Leads to Gains in STEM Content Knowledge for Middle School Youth

Autor/inn/en	Cutucache, Christine; Boham, Taylor; Luhr, Jamie; Sommers, Amie; Stevenson, Nikolaus; Sointu, Erkko; Mäkitalo-Siegl, Kati; Kärkkäinen, Sirpa; Valtonen, Teemu; Grandgenett, Neal; Tapprich, William
Titel	NE STEM 4U Afterschool Intervention Leads to Gains in STEM Content Knowledge for Middle School Youth
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1558915 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutucache, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1558915
Schlagwörter	STEM Education; Intervention; After School Programs; Middle School Students; Youth; Public Schools; Disadvantaged Youth; Mentors; College School Cooperation; Knowledge Level; Pretests Posttests; Grade 5; Grade 6; Grade 7; Grade 8; Nebraska (Omaha) + Suchen Sie Ihr Suchwort? STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Jugend; Jugendlicher; Jugendalter; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Wissensbasis; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named "NE STEM 4U," targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery of the program in terms of appropriateness for age group and content using the DoS observation tool. We observed statistically significant gains in STEM content knowledge over short-term assessment using a multiple-group, pre-test post-test research design comparing scores in content before and after the intervention. In this report, we highlight the impact of this nascent program in Omaha Public Schools. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01