The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students' pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.

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Lincoln has spent the last eight years developing and implementing a comprehensive educational robotics program for youth ages 9-14. The program was delivered in informal (out-of-school) learning environments through robotics camps, clubs, and competitions and provided robotics experiences to over 5,000 youth and 400 educators. The goal of the project was to positively impact the youths' science, technology, engineering, and mathematics (STEM) knowledge and attitudes-and to foster an interest in STEM careers. Results of extensive research and evaluation showed that youth participation in the robotics activities increased their STEM content knowledge (particularly engineering and computer programming), their perceived problem solving skills and their interest in engineering careers. Youth also perceived that the robotics activities were different from those in school, reporting that the robotics camp was more interesting and involved more hands-on activities.

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This chapter discusses findings from a National Science Foundation (NSF) project funded by the Innovative Technologies Experiences for Student and Teachers (ITEST) program. The project has an ongoing research agenda focusing on the impact of robotics summer camps and competitions targeted at middle school youth. The research focused on the impact of the interventions on youth a) learning of computer programming, mathematics, and engineering concepts, b) science, technology, engineering, and math (STEM) attitudes, c) workplace skills, and d) STEM career interest. Results show that robotics camps and competitions appear to be viable strategies to increase student STEM learning, robotics self-efficacy, and problem solving skills.

This chapter discusses findings from a National Science Foundation (NSF) project funded by the Innovative Technologies Experiences for Student and Teachers (ITEST) program. The project has an ongoing research agenda focusing on the impact of robotics summer camps and competitions targeted at middle school youth. The research focused on the impact of the interventions on youth a) learning of computer programming, mathematics, and engineering concepts, b) science, technology, engineering, and math (STEM) attitudes, c) workplace skills, and d) STEM career interest. Results show that robotics camps and competitions appear to be viable strategies to increase student STEM learning, robotics self-efficacy, and problem solving skills.

Youths' natural fascination and identification with robots make them an ideal teaching and learning platform. Robots would seem to be excellent hands-on tools to teach science, engineering and technology (SET) concepts. However, while research supports their use to increase interest and motivation, the effectiveness of robots to directly teach science, engineering, and technology concepts is less clear. The purpose of this study was to measure the effectiveness of a 4-H robotics program to support the learning of specific SET concepts and to examine related student attitudes towards science. This study compared the pretest and posttest scores on an assessment of basic SET concepts and attitudes of youth who participated in the 4-H robotics intervention with the scores of youth in a control group.Analysis of covariance (ANCOVA) results revealed that youth in the robotics intervention scored better on a SET concepts posttest. Student attitudes toward science were also investigated. The results suggested that educational robotics can engage youth in activities that support their learning of SET topics, but that it may have more limited impact on general student attitudes towards science, as measured by the study's attitudinal instrument.