Improving perceptions of STEM careers through informal learning environments

Vela, Katherine; Pedersen, Rachelle M.; Baucum, Macie N.

doi:10.1108/jrit-12-2019-0078

Cited by 29 publications

(46 citation statements)

References 29 publications

(63 reference statements)

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“…These experiences provided students with opportunities to learn more about potential STEM career options along with the benefits of those careers. This study is in alignment with Blotnicky et al (2018), andVela et al (2020) that creating opportunities for students to learn about STEM careers directly enhances their interest in those careers. A special contribution of this study is that hands-on STEM PBL science activities, such as those embedded in this study, are particularly effective in enhancing STEM career interests for high school students.…”

Section: Discussionsupporting

confidence: 85%

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Correlation of STEM Interest and Career Intent in High-School Students

Nariman¹,

Davis²

2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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Understanding high school students' perceptions and dispositions toward STEM, and the role science and math self-efficacy play in establishing STEM career aspirations is imperative to preparing the STEM workforce of the future. Project STEMulate is an industry-aligned and technology-rich Problem-based Learning (PBL) model. The goal of this NSF ITEST grant-funded study (2018)(2019)(2020) was to improve students' attitudes towards STEM. Project STEMulate focuses on Upward Bound students in Hawaiˋi and was implemented at three sites: Maui, Hilo, and Oahu. The participants voluntarily selected to participate in this program. The current study reviews year one data collected on the impact of Project STEMulate on low-income and underrepresented and/or native Hawaiian students' STEM career interest, and their science self-efficacy. Students' reactions to the STEM learning experience were extremely positive. 80% of students expressed a desire to pursue a career in STEM at the post test. High school students who listed their plan to pursue a career in STEM also showed a higher self-efficacy and motivation. Analysis of the results demonstrates this program was effective in empowering students with insights into careers, enhancing knowledge that would serve them in pursuit of a career in STEM. In addition, the project fostered a can-do attitude and increased students' science selfefficacy.

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Section: Discussionsupporting

confidence: 85%

“…Prior research has implied the rising demand for the STEM workforce and the need to prepare students for STEM careers (Christensen & Knezek, 2017;Vela et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Correlation of STEM Interest and Career Intent in High-School Students

Nariman¹,

Davis²

2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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“…Through their experiences in the informal STEM learning environment, students' perceptions of STEM broadened from a siloed view of traditional school subjects to a more integrated view that included positive feelings . For example, many students cited their participation in the informal learning experience as influential for piquing their interest in STEM careers (Denson et al, 2015;Kitchen et al, 2018;Maiorca et al, 2020;Vela et al, 2020). The increased interest in STEM careers is one indicator of students developing a stronger STEM identity.…”

Section: Research Related To the Development Of Equity-oriented Stem Literacy Frameworkmentioning

confidence: 99%

Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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“…Common informal learning environments include after-school and weekend and/or summer camp programs. Reports on such programs confirm they have increased students' interest in STEM majors (Bicer et al, 2015(Bicer et al, , 2018Vela et al, 2020), improved students' mathematics and science vocabulary knowledge (Bicer et al, 2015), enhanced students' artistic self-efficacy in STEM (Capraro et al, 2014), enriched students' communication skills (Bicer et al, 2015), advanced students' self-identity (Barroso et al, 2016), and improved students' scientific reasoning (Gerber et al, 2001).…”

Section: Informal or Out-of-school Educationmentioning

confidence: 99%

“…, andVela et al (2020) that creating opportunities for students to learn about STEM careers directly enhances their interest in those careers. A special contribution of this study is that hands-on STEM PBL science activities, such as those embedded in this study, are particularly effective in enhancing STEM career interests for high school students.…”

mentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

2021

IICE Official Conference Proceedings

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Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube -a popular video sharing and viewing platform creates more meaningful and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008), compared to other conventional way of learning a foreign language. This research reports on how two English language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. This research project was initiated because of an increased interest to utilize YouTube in learning English from students studying at the University. The two lecturers took the students' desire on board and developed learning tasks for students to do independently outside the classroom (hereinafter self-independent work) using stories on YouTube. The fact that students were already using YouTube to learn English outside the curriculum was a positive start to the research project. The research project was implemented for a period of one year among first year English as a foreign language (EFL) students. The study results show that when learning content is easily accessible (ability to listen outside the classroom, on their phones, when travelling and walking etc.) and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on the learning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limited access to WiFi or Internet, not seeking available support to execute the task were issues to develop the skills and independent learning style, despite a strong desire to learn English using YouTube.

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Improving perceptions of STEM careers through informal learning environments

Cited by 29 publications

References 29 publications

Correlation of STEM Interest and Career Intent in High-School Students

Correlation of STEM Interest and Career Intent in High-School Students

Equity-Oriented Conceptual Framework for K-12 STEM literacy

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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