Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program

Baran, Evrim; Bilici, Sedef Canbazoğlu; Mesutoğlu, Canan; Ocak, Ceren

doi:10.18404/ijemst.71338

Cited by 100 publications

(68 citation statements)

References 7 publications

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“…It has been emphasized by many studies that STEM education is related to real world problems (Baran, Bilici, Mesutoglu & Ocak, 2016;Rockland et al, 2010;Williams, 2011;Yıldırım, 2016). Besides, STEM education complies with the constructivist approach and allows students to learn by doing and experiencing.…”

Section: Discuss and Resultsmentioning

confidence: 99%

Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

Yıldırım

Sevi

2016

HumanSciences

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This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers' attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool "Sensitivity to Environment Problems Scale", "Attitude Scale for Renewable Energy Resources" and "Semistructured Interview Form" developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers' attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.

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Section: Discuss and Resultsmentioning

confidence: 99%

Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

Yıldırım

Sevi

2016

HumanSciences

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“…Engaging youth in informal STEM learning environments outside of school time is emerging as an effective strategy in reaching demographics of youth who are commonly underrepresented in STEM learning, including youth from low-income communities (Baran, Bilici, Mesutoglu, & Ocak, 2016;Krishnamurthi et al, 2014;National Research Council, 2009;Vossoughi, 2017). Out-of-school time STEM learning can provide a more contextually relevant, relaxed, and experiential learning environment than those defined by curricula and tests (Blyth & Walker, 2017;Falk, 2017;Noam, Biancarosa & Dechausay, 2003;Nugent et.al, 2015).…”

Section: Resultsmentioning

confidence: 99%

Understanding the delivery of a Canadian-based after-school STEM program: a case study

Duodu¹,

Noble

Yusuf³

et al. 2017

IJ STEM Ed

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Background: Due to the rising demands for a Canadian workforce with science, technology, engineering, and math (STEM)-related education, there is a need to increase youth engagement in STEM education and programming. Research, however, has shown that youth residing in low-income communities are disproportionately affected by psychosocial barriers, which often inhibit meaningful engagement in STEM programming. Visions of Science Network for Learning (VoSNL) was designed and implemented to address these existing barriers. VoSNL is a charitable organization in Southern Ontario, Canada, that provides weekly community-based STEM programming to low-income and marginalized youth during out-of-school time. VoSNL programming is delivered directly within the community and is free-of-charge for all youth in order to minimize barriers of physical and financial accessibility. The purpose of this report was to provide a detailed description of a core program within VoSNL-Community Science Clubs-and summarize the findings of a process evaluation, specifically the successes and challenges of implementing a community-based, out-of-school STEM program. Results: Program successes are outlined along with the challenges that have been identified through program implementation. Successes include (a) delivering the program within a community context, (b) opportunities for consistent engagement, and (c) establishing positive youth-staff relationships. Challenges include (a) navigating community-based issues, (b) conducting outreach and promotion, and (c) accommodating a wide age range of youth. Further, lessons learned from an evaluation of program implementation are also discussed. Conclusions: This report provides one of the first program descriptions and process evaluations of a community-based, youth-focused STEM program within a Canadian context. The findings in this report have helped to improve the delivery and evaluation of the VoSNL program and may act as a catalyst for program expansion to reach more youth in marginalized communities. Further, the findings can also provide a strong framework for programmers interested in implementing STEM youth programming in a community context, assist in the replication of similar models in other locations, and enhance STEM learning amongst youth.

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“…STEM education is an interdisciplinary teaching method integrating science, technology, engineering, mathematics and other disciplinary knowledge, skills and beliefs (Baran, Billici, Mesutoglu & Ocak, 2016). STEM education regards hands-on learning and minds-on learning in the real-world context as the core value of STEM courses.…”

Section: Theory and Research About Stem Educationmentioning

confidence: 99%

“…In addition, due to its exploratory and hands-on characteristics, STEM could attract students to take part in practical activities in engineering design and could help to expand students' knowledge about and interest in STEM (Baran, Billici, Mesutoglu & Ocak, 2016). In addition, with respect to integrating a peer-led team learning program, students expressed their appreciation for conceptual learning and cooperative problem solving and recognized that with the leadership of experienced peers, insights could be yielded and supportive relationships could be developed (Kerri, Turvold, Erin, Mithra & Melissa, 2016).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Construction and Development of iSTEM Learning Model

Tsai

Chung

Lou

2017

EURASIA J MATH SCI T

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This study integrates STEM education and imaginative education with project-based learning, and develops a set of "iSTEM (imagination, science, technology, engineering, mathematics) learning" methods in order to construct iSTEM ability indexes for vocational high school students and to explore the application and effectiveness of the learning model. This study employed the fuzzy Delphi method, a questionnaire survey, content analysis and focus group interviews and included 12 experts and 39 vocational high school students as the subjects. The important results obtained in this study are as follows: 20 iSTEM imagination ability indexes and 50 STEM integrated thinking and application ability indexes are constructed; a student-centered iSTEM learning model is developed; iSTEM learning activities can enhance the learning and integration of STEM knowledge; the iSTEM learning model produces a positive effect on integrated STEM thinking and the imagination ability of vocational high school students. Finally, this study puts forward recommendations for improving STEM education practices, teaching strategy design and high-level STEM ability assessment in the future.

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Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program

Cited by 100 publications

References 7 publications

Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

Understanding the delivery of a Canadian-based after-school STEM program: a case study

Construction and Development of iSTEM Learning Model

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