In order for children to identify with STEM fields, it is essential that they feel there is a place within STEM for individuals “like them.” Unfortunately, this identification is difficult for Hispanic/Latine youths because of lack of representation and even stereotyping that is widespread in educational institutions in the United States. Some research has been done, though, that suggests there is promise in understanding the ways that parents help children see themselves as “STEM people” in spite of these obstacles. Building on this work, we present some of our own research on the experiences
Presentation slides from the session "Social Science Research Collaboration: Advance the field and your Organization" shared at the 2020 AZA Annual Conference (Virtual).
Using their imagination and creativity, inventors have made significant contributions to our world throughout the course of human history. In recent times, a growing community has responded to the need for more intensive research on Invention Education and within the last several years has begun organizing itself around collaborative action that will accelerate the uptake and practice of Invention Education. The purpose of this document is to provide a comprehensive community-driven framework and set of principles for Invention Education that can support its growth within formal and informal
In November 2020, President-elect Joe Biden identified four priority areas for the incoming administration: COVID-19; climate change, economic recovery, and racial equity. These crucial areas of national interest will be the focus of media attention, policy debates, funding initiatives, and community discussions over the next four years. Will museums be part of these important conversations and initiatives? Are there opportunities for museums to affirm or to reposition their roles within the difficult public deliberations ahead? Addressing Societal Challenges through STEM (ASCs) is a research
To better understand STEM interest development during adolescence in an urban community, we examined how “STEM Interested” youth differed from disinterested youth and how interest changed over time from age 11/12 to 12/13. We surveyed youth to measure interest in four components of STEM, used cluster analysis to categorize youth based on STEM interest, and examined how interest profiles and pathways differed for several explanatory factors (e.g., parental support, gender). Three STEM interest profiles emerged from the analysis: Stem Interested, Math Disinterested, and STEM Disinterested. Only
Drawing on results from a recent national study, we draw attention to the importance of the experiential learning cycle for enhancing meaningful outcomes of interpretive and educational experiences. The experiential learning cycle involves participating in a concrete experience, reflecting on that experience, drawing out lessons learned and principles from that reflection, and putting that knowledge to work in a new situation. Recent studies reveal that attention to completing all four stages of the experiential learning cycle can enhance positive outcomes for participants in educational and
Children and their families are practicing STEAM (Science, Technology, Engineering, Arts, and Math) skills through a library program. Hand-crank generators and LED bulbs are set out on each of the tables, along with two types of dough—conductive play dough and insulating modeling clay.
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TEAM MEMBERS:
Brooks MitchellClaire RatcliffeKeliann LaConte
One part personal reflection, one part literature synthesis. This essay reflects on official statistics, common misunderstandings, and the COVID-19 numbers we're all becoming increasingly familiar with. The author calls on news audiences and journalists alike to become more knowledgeable about what official statistics can and can't do -- and to question the epistemic priority that so many people reflexively give to numbers by paying attention to what is not included.
There is an increasing recognition globally of the role to be played by community science –scientific research and monitoring driven and controlled by local communities, and characterized by place-based knowledge, social learning, collective action and empowerment. In particular, community science can support social-ecological system transformation, and help in achieving better ‘fit’ between ecological systems and governance, at local and higher levels of decision making. This paper draws on three examples of communities as central actors in the process of knowledge co-production to present a
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TEAM MEMBERS:
Anthony CharlesLaura LoucksFikret BerkesDerek Armitage
To gather information about national opportunities for out-of-school time science, technology, engineering, and math (OST STEM) learning, Education Northwest conducted a systematic review of OST STEM programs for the Overdeck Family Foundation. The goal of this work was to better understand what programs and program elements have been successful in scaling up to regional and national levels. We were also interested in the evidence that these programs meet their academic and social goals with students, particularly students underrepresented in STEM, and how evidence of effectiveness relates to
Background
Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program
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TEAM MEMBERS:
Kaitlyn AtkinsBryan DouganMichelle Dromgold-SermenHannah PotterViji SathyA.T. Panter
Peer production projects involve people in many tasks, from editing articles to analyzing datasets. To facilitate mastery of these practices, projects offer a number of learning resources, ranging from project-defined FAQsto individually-oriented search tools and communal discussion boards. However, it is not clear which project resources best support participant learning, overall and at different stages of engagement. We draw on Sørensen's framework of forms of presence to distinguish three types of engagement with learning resources: authoritative, agent-centered and communal. We assigned
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TEAM MEMBERS:
Corey Brian JacksonCarsten OsterlundKevin CrowstonMahboobeh HarandiLaura Trouille