Adolescent Adventures in Geology: Impacts of Geoscience-focused STEM Education Combined with Recreation Activities on Adolescents’ Perceived Self-Efficacy
Abstract:Quality, informal learning techniques combined with outdoor adventure recreation, or adventure STEM programming, is a potentially powerful complement to and extension of formal education (Fu et al., 2015). To address this underexplored field, West Virginia University (WVU) and the United States Geological Survey (USGS) partnered to create a geology STEM, outdoor adventure recreation camp. This thesis research project employed qualitative directed content analysis to examine the potential impacts of this advent… Show more
“…This camp is one of a few, if not the only geology-focused, adventure STEM camp that incorporates high-impact outdoor adventure recreation activities such as whitewater rafting, rock-climbing, and zip-lining. The program blended best practices in adventure recreation, informal learning, outdoor education, experiential learning, environmental education, and traditional summer camp (Janowicz, 2020).…”
Little research has sought to understand programs incorporating outdoor adventure recreation and STEM, or adventure STEM. An eight-day residential outdoor camp combining adventure activities with experiential education and geology-focused informal learning opportunities was developed and delivered to adolescents. The purpose of this exploratory study was to understand the impacts of this adventure STEM camp on adolescents perceived outdoor recreation self-efficacy (ORSE). Semi-structured interviews were conducted with 15 youth participants and content analysis was used to analyze the results. Experiential education theory and self-efficacy theory informed the curriculum design, as well as the interview questions. Results indicated there was a change in ORSE beliefs and that campers had unique, yet similar, experiences. These experiences aligned with Bandura’s (1977) main sources of self-efficacy (SE) and the physiological processes through which SE beliefs are formed. Results indicated strategically adding more camp opportunities related to mastery experiences, reflection, and coping could further improve outcomes.
“…This camp is one of a few, if not the only geology-focused, adventure STEM camp that incorporates high-impact outdoor adventure recreation activities such as whitewater rafting, rock-climbing, and zip-lining. The program blended best practices in adventure recreation, informal learning, outdoor education, experiential learning, environmental education, and traditional summer camp (Janowicz, 2020).…”
Little research has sought to understand programs incorporating outdoor adventure recreation and STEM, or adventure STEM. An eight-day residential outdoor camp combining adventure activities with experiential education and geology-focused informal learning opportunities was developed and delivered to adolescents. The purpose of this exploratory study was to understand the impacts of this adventure STEM camp on adolescents perceived outdoor recreation self-efficacy (ORSE). Semi-structured interviews were conducted with 15 youth participants and content analysis was used to analyze the results. Experiential education theory and self-efficacy theory informed the curriculum design, as well as the interview questions. Results indicated there was a change in ORSE beliefs and that campers had unique, yet similar, experiences. These experiences aligned with Bandura’s (1977) main sources of self-efficacy (SE) and the physiological processes through which SE beliefs are formed. Results indicated strategically adding more camp opportunities related to mastery experiences, reflection, and coping could further improve outcomes.
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