Success with STEM

Howarth, Sue; Scott, Linda M.

doi:10.4324/9781315880440

Cited by 3 publications

(2 citation statements)

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“…The activities conducted in robotics clubs may sometimes lack diversity, focusing predominantly on competitive events or specific projects. This limitation may exclude students with different interests or skill sets, hindering the club's ability to cater to a broad spectrum of students and potential STEM enthusiasts (Godec, Archer, & Dawson, 2022;Howarth & Scott, 2014).…”

Section: Challenges and Limitationsmentioning

confidence: 99%

The impact of robotics clubs on K-12 students' interest in STEM careers

Oyebola Olusola Ayeni,

Chika Chioma Unachukwu,

Nancy Mohd Al Hamad

et al. 2024

Magna Sci. Adv. Res. Rev.

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This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.

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Section: Challenges and Limitationsmentioning

confidence: 99%

The impact of robotics clubs on K-12 students' interest in STEM careers

Oyebola Olusola Ayeni,

Chika Chioma Unachukwu,

Nancy Mohd Al Hamad

et al. 2024

Magna Sci. Adv. Res. Rev.

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“…Informal STEM education cover activities such as field trips, science camps, hands-on workshops, fairs, competitions, work experience, and career talks (Horwarth & Scott, 2014). These informal learning activities -also known as STEM enrichment and enhancement activities -are often purposefully designed by private entities, charitable organizations and higher education institutions, aiming to spark interest in STEM subjects, make STEM accessible, as well as dispel myths and stereotypes associated with STEM education and careers (Banarjee, 2017).…”

Section: Informal Stem Educationmentioning

confidence: 99%

The role of non-state providers in informal science, technology, engineering and mathematics (STEM) education: a Malaysian perspective

Anuar

Chankseliani

2021

Asia Pacific Journal of Education

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The role of non-state providers in the provision of education has been expanding globally. However, there is a dearth of literature on the role of non-state providers in informal education, especially when delivered alongside formal education in schools predominantly under government purview. Using a mixture of methods designed with surveys and interviews involving 32 non-state providers of informal STEM education in Malaysia, this study provides new empirical material to understand the role of non-state providers in informal STEM education. Non-state providers play a complementary role to the government's provision of formal STEM education through the informal variant, motivated by concerns of posterity and national development. At the same time, instances of political competition and bureaucratic barriers are at odds with the government's aspirations for partnership with non-state providers in order to raise students' interest in STEM.

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