Transforming STEM outcomes: Results from a seven‐year follow‐up study of an after‐school robotics program's impacts on freshman students.
Saved in:
| Title: | Transforming STEM outcomes: Results from a seven‐year follow‐up study of an after‐school robotics program's impacts on freshman students. |
|---|---|
| Authors: | Meschede, Tatjana1 (AUTHOR), Haque, Zora1 (AUTHOR) haque@brandeis.edu, Warfield, Marji Erickson1 (AUTHOR), Melchior, Alan1 (AUTHOR), Burack, Cathy1 (AUTHOR), Hoover, Matthew1 (AUTHOR) |
| Source: | School Science & Mathematics. Nov2022, Vol. 122 Issue 7, p343-357. 15p. |
| Subject Terms: | *Young adults, *After school programs, *Educators, *Student interests, *Education research, Robotics |
| Abstract: | Over the past two decades, educators and policymakers have expressed growing concerns over the low levels of math and science achievement among American students and the gradual decline in the numbers of young people moving into science, technology, engineering, and math (STEM) careers. While interest in expanding the numbers of young people moving into science and technology fields has grown, a relatively small proportion of STEM education research has focused on the role that after‐school programs can play to reinforce STEM learning and help engage young people in educational pathways leading to STEM careers. This study examines the impacts of FIRST, an after‐school robotics program, upon students' interests in STEM, as well as the likelihood for participants to pursue STEM in their academic and professional careers. Data were collected in a 7‐year follow‐up study of intervention group participants and a matched comparison group. We find that FIRST college students reported significantly higher rates of STEM interests, attitudes, and college level behaviors than comparison students. These findings have implications for the role of after‐school programming in STEM education involving hands‐on learning experiences in science‐ and technology‐related fields, when considering young people's decision‐making regarding their STEM college and career choices. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Over the past two decades, educators and policymakers have expressed growing concerns over the low levels of math and science achievement among American students and the gradual decline in the numbers of young people moving into science, technology, engineering, and math (STEM) careers. While interest in expanding the numbers of young people moving into science and technology fields has grown, a relatively small proportion of STEM education research has focused on the role that after‐school programs can play to reinforce STEM learning and help engage young people in educational pathways leading to STEM careers. This study examines the impacts of FIRST, an after‐school robotics program, upon students' interests in STEM, as well as the likelihood for participants to pursue STEM in their academic and professional careers. Data were collected in a 7‐year follow‐up study of intervention group participants and a matched comparison group. We find that FIRST college students reported significantly higher rates of STEM interests, attitudes, and college level behaviors than comparison students. These findings have implications for the role of after‐school programming in STEM education involving hands‐on learning experiences in science‐ and technology‐related fields, when considering young people's decision‐making regarding their STEM college and career choices. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00366803 |
| DOI: | 10.1111/ssm.12552 |
