BUILDERS: A Project-Based Learning Experience to Foster STEM Interest in Students from Underserved High Schools

Autor/inn/en	Escobar, Martha; Qazi, Mohammed
Titel	BUILDERS: A Project-Based Learning Experience to Foster STEM Interest in Students from Underserved High Schools
Quelle	In: Journal of STEM Education: Innovations and Research, 21 (2020) 3, S.35-43 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Active Learning; Student Projects; STEM Education; High School Students; Summer Programs; Low Income Students; Minority Group Students; Student Interests; Mentors; Identification (Psychology); Occupational Aspiration; Alabama + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; Studieninteresse; Berufsneigung; Berufsziel
Abstract	Access to enriching science programs is not equitable, with students from affluent districts having more opportunities to develop their science, technology, engineering, and mathematics (STEM) skills than students from underserved districts. The "Building Unique Inventions to Launch Discovery, Engagement, and Reasoning in STEM" (BUILDERS) program was started in 2017 with support from the National Science Foundation's ITEST program to provide students from the Alabama Black Belt with STEM opportunities to which they would otherwise have no access. This project-based learning (PBL) program uses the concept of a makerspace to allow students to explore how science and technology can be used to solve the problems that affect their own communities. During an intensive, 3-week summer experience (the BUILDERS Academy), teams of students enthusiastically use the makerspace to design, build, and test prototypes of technology-based solutions to their community problems. During this immersive PBL process, they acquire and apply STEM concepts, learn about STEM careers, and acquire valuable 21st century skills. An extension of the summer Academy into the academic year was moderately successful. Overall, these results highlight the need to make extracurricular STEM interventions available to underserved students in order to increase equitable access to practical and enriching educational experiences in STEM. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01