The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

Abstract

Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.