The Journal of STEM Outreach最新文献_第6页

Virtual Collaboration in the Age of COVID-19: Supporting Youth as Co-Researchers COVID-19时代的虚拟协作:支持青年作为共同研究人员

The Journal of STEM Outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.14

Susan Watts-Taffe, A. Kirkendall, Nicholas Shaver, Rebecca Heckman, Brittnee Inman, K. Lampe, F. Jacquez, L. Vaughn

{"title":"Virtual Collaboration in the Age of COVID-19: Supporting Youth as Co-Researchers","authors":"Susan Watts-Taffe, A. Kirkendall, Nicholas Shaver, Rebecca Heckman, Brittnee Inman, K. Lampe, F. Jacquez, L. Vaughn","doi":"10.15695/jstem/v4i2.14","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.14","url":null,"abstract":"The COVID-19 pandemic profoundly impacted teaching and learning in K-12 settings, as many public schools lacked the technological tools and techniques needed to support effective virtual meetings and online learning. In this article, we explore the impact of the pandemic on \"Youth Built Change\" (YBC), a STEM-pipeline partnership between two high schools and a university. In YBC university researchers work with high school juniors to conduct research on substance abuse and addiction in their local school communities. As a school-university partnership which emphasizes multiple types of collaboration (e.g., among students within research teams, between research teams and teachers, between research teams and university research mentors, and between teachers and university research mentors), YBC challenged traditional approaches to teaching and learning before the pandemic. In light of the ways in which the pandemic exacerbated those challenges, and brought forth new ones, this article addresses tools and strategies that were used in YBC to engage students as researchers, insights gained about collaborative work in a virtual environment, and the impact of this year on the YBC program going forward.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122362555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Survey of STEM Outreach Programs During the COVID-19 Pandemic 2019冠状病毒病大流行期间STEM外展项目调查

The Journal of STEM Outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.13

J. Ufnar, Virginia L. Shepherd, A. Chester

{"title":"A Survey of STEM Outreach Programs During the COVID-19 Pandemic","authors":"J. Ufnar, Virginia L. Shepherd, A. Chester","doi":"10.15695/jstem/v4i2.13","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.13","url":null,"abstract":"The recent COVID-19 pandemic required schools around the country to shut their doors to student and teacher learning, impacting both formal and informal education. STEM outreach programs scrambled to revise their programming to reach the “new normal” needs of teachers and students. STEM Outreach directors from Vanderbilt University and West Virginia University developed and implemented a survey to determine the impact of the COVID-19 pandemic on STEM outreach programming around the country. Sixty-one programs responded to the survey, describing a total of 115 outreach projects in partnership with K-12 schools. Each Principal Investigator (PI) provided a description of their programs, and indicated the impact of the pandemic as well as the adaptability of the programs to a virtual platform. PIs also noted new programs that they had started as a result of the pandemic, challenges that they had to overcome, and innovative strategies that might enhance the use of technology in future STEM outreach partnerships. More than 80% of the PIs indicated that they had made changes to move completely to virtual approaches. Results from this survey strongly suggest that although the pandemic has been an ongoing challenge for many STEM outreach programs, many have risen to the challenge and created virtual and hybrid programs that can be a model of change for the future.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133923433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Examining the Effects of a Peer-Learning Research Community on the Development of Students’ Researcher Identity, Confidence, and STEM Interest and Engagement 研究同伴学习研究社区对学生研究者身份、信心、STEM兴趣和参与发展的影响

The Journal of STEM Outreach Pub Date : 2021-07-09 DOI: 10.15695/JSTEM/V4I1.05

B. Koo, Shruti Bathia, Linda Morell, Perman Gochyyev, Michelle Phillips, Mark Wilson, Rebecca M. Smith

{"title":"Examining the Effects of a Peer-Learning Research Community on the Development of Students’ Researcher Identity, Confidence, and STEM Interest and Engagement","authors":"B. Koo, Shruti Bathia, Linda Morell, Perman Gochyyev, Michelle Phillips, Mark Wilson, Rebecca M. Smith","doi":"10.15695/JSTEM/V4I1.05","DOIUrl":"https://doi.org/10.15695/JSTEM/V4I1.05","url":null,"abstract":"While the impact of authentic research experiences in STEM on student engagement and interest in science has been documented, less is known about the role of peer communities in fostering this interest and engagement. This research explores the idea that a strong peer community can catalyze deep learning and engagement in scientific research among high school students. The program engaged 20 high school students in a year-long community-based participatory research project in public health each year. The study used a mixed methods approach, combining data from focus group discussions, observations, and surveys to describe the program’s impact on participants. Analysis across three years reveals that (a) the program was associated with a statistically significant shift in students’ identity as researchers, with a medium growth effect size (Cohen's d) for the second and third years, which moderated by the end of the program, and (b) the peer community played a central role in the participants’ engagement in the program, on their identity as researchers, and strengthened their interest in STEM. These findings convey the importance of designing STEM experiences that build strong peer communities around science practices and how such communities can have profound impacts on students’ identities in STEM.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131315799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Describing Informal Learning Experiences among College-age Adults 描述大学年龄成年人的非正式学习经历

The Journal of STEM Outreach Pub Date : 2021-05-27 DOI: 10.15695/jstem/v4i1.04

Ashley B. Heim, E. Holt

{"title":"Describing Informal Learning Experiences among College-age Adults","authors":"Ashley B. Heim, E. Holt","doi":"10.15695/jstem/v4i1.04","DOIUrl":"https://doi.org/10.15695/jstem/v4i1.04","url":null,"abstract":"While the autonomous nature of free-choice learning can have numerous positive effects on student learning in science fields, there is a lack of research on how college-age adults learn in informal settings. The purpose of this study was to quantitatively describe college-age adults’ experiences at informal learning settings by administering the Informal Learning Experiences Survey (ILES), which is intended to serve as a tool for practitioners to reflect on undergraduates’ participation in learning experiences at informal settings. We administered the ILES to 441 introductory biology undergraduates in Fall 2018 and found the most commonly visited informal learning setting in the last six months among our participants was city, state, and national parks. Further, participants reported that their main reason for learning about science at informal settings was for fun and enjoyment, and that their primary barrier against engaging in learning at informal settings was limited finances. We hope the ILES will (a) allow instructors of introductory college biology courses to reflect on and describe the prior experiences and interests of their students related to learning in informal settings, and (b) inform program directors at informal learning settings about how to better incorporate experiences designed for college-age adults.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129799757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Using Twitter to Extend Your Department’s Outreach and Visibility 利用推特扩大你部门的影响力和知名度

The Journal of STEM Outreach Pub Date : 2021-05-03 DOI: 10.15695/jstem/v4i1.03

Lucie S. Ciccone, George van den Driessche, M. Gallardo-Williams

引用次数: 2

Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education 作为有效科学宣传工具的培训师生物学研讨会:科学教育的影响评估和新出现的问题

The Journal of STEM Outreach Pub Date : 2021-02-22 DOI: 10.15695/V4I1.02

I. Okafor, S. Mbagwu, C. Eze, J. Oluwatayo, O. Anachuna, C. Obialor

{"title":"Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education","authors":"I. Okafor, S. Mbagwu, C. Eze, J. Oluwatayo, O. Anachuna, C. Obialor","doi":"10.15695/V4I1.02","DOIUrl":"https://doi.org/10.15695/V4I1.02","url":null,"abstract":"Science advocacy is an important tool for ensuring improved and more beneficial science education, especially in resource-poor countries. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and maximizing biology teacher training. Thirty-one biology teachers (30% male and 70% female) participated in the two-day TTTBW, competitively selected from 25 secondary schools in urban areas of Anambra State, Nigeria where they were taught several pre-identified need-based topics as part of professional development. Some of the topics taught include: A) Effective communication skills for biology teaching B) Teaching management skills C) Dynamics of child education D) New pedagogical skills in teaching Biology E) Strategies for targeted Assessment in Biology F) Adaptation of Biology teaching for resource-poor countries. Each of the topics lasted for at least an hour and a pre and post-test was done for topics A-C and analyzed. Pre-workshop assessment and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire respectively. There was a significant increase in the post-test scores of the teachers in topics examined (A-C) when compared to the pre-test scores (p= 0.00, 0.00, and 0.004 respectively). After the workshop, the interest to teach biology was increased in most of the participants (91%) compared to 23% before the workshop. TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126591529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Analysis of the Effect of Long-Term Professional Development on Teacher Engineering Self-Efficacy and Its Impact on Classroom Instruction 长期专业发展对教师工程自我效能感的影响及其对课堂教学的影响分析

The Journal of STEM Outreach Pub Date : 2021-02-10 DOI: 10.15695/V4I1.01

Christine Crawford, Carrie Obenland, C. Nichol

{"title":"An Analysis of the Effect of Long-Term Professional Development on Teacher Engineering Self-Efficacy and Its Impact on Classroom Instruction","authors":"Christine Crawford, Carrie Obenland, C. Nichol","doi":"10.15695/V4I1.01","DOIUrl":"https://doi.org/10.15695/V4I1.01","url":null,"abstract":"Pre-college engineering education has gained traction in U.S. schools over the past twenty years. This growth is evident with engineering emerging as a crosscutting discipline in the Next Generation Science Standards. However, the scarcity of professional development (PD) for K-12 teachers who want to teach engineering and the few PD opportunities with the characteristics shown to improve teacher learning, i.e., contact time, long-term support, and follow-up, suggest a need for new and innovative PD offerings for K-12 teachers. We developed a 45-hour graduate course specifically for K-12 teachers to incorporate engineering into their classrooms and evaluated the effect of this long-term PD on K-12 teaching engineering self-efficacy. Additionally, this study looked at how the participants translated the course into their teaching practices. Forty-one in-service teachers participated either in a 2018 or 2019 semester-long course that combined nanotechnology content and Project-Based Learning pedagogy. Pre-post measures using Teaching Engineering Self-Efficacy Scale (TESS) revealed significant gains in the self-efficacy in both cohort teachers. Teachers found the course effective in building their technical skills and providing beneficial PD. The significant positive outcomes from this study indicate that the course analyzed serves as a model for pre-college engineering education PD.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"36 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115057664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Long-Term Impact of Teacher Professional Development on Black Female Students' Engagement in STEM 教师专业发展对黑人女学生参与STEM的长期影响

The Journal of STEM Outreach Pub Date : 2021-01-30 DOI: 10.15695/jstem/v6i1.01

Cecilia Henríquez Fernández, Christopher Barr, Allen Antoine, Christina Alston, C. Nichol

引用次数: 0

A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces 非正式STEM教育空间中有效的性别平等教学实践总结

The Journal of STEM Outreach Pub Date : 2020-12-21 DOI: 10.15695/jstem/v3i1.16

Roxanne Hughes, Jennifer Schellinger, Barbara L. Billington, B. Britsch, Alicia Santiago

{"title":"A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces","authors":"Roxanne Hughes, Jennifer Schellinger, Barbara L. Billington, B. Britsch, Alicia Santiago","doi":"10.15695/jstem/v3i1.16","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.16","url":null,"abstract":"Women and girls, particularly women and girls of color, remain underrepresented in STEM disciplines. This underrepresentation begins as early as late elementary school age. Educators, particularly those in informal STEM education, can help address gender inequity in STEM by understanding how research can be translated into actionable strategies. This article summarizes research on gender equitable practices for middle school girls in the last decade and addresses the disconnect between research and practice by presenting the findings in a way that educators can immediately act on. The research falls into six strategies that have demonstrated positive influences on gender inequity in STEM education: (1) connecting STEM experiences to girls’ lives; (2) supporting girls as they investigate questions and solve problems using STEM practices; (3) empowering girls to embrace struggle, overcome challenges, and increase self-confidence in STEM; (4) encouraging girls to identify and challenge STEM stereotypes; (5) emphasizing that STEM is collaborative, social, and community-oriented; (6) providing opportunities for girls to interact with and learn from diverse STEM role models. Our review highlights that each of these strategies are important to developing positive STEM identities in girls, particularly girls of color, which can help them to bridge the STEM gender and racial gap.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122001688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Using a College Curriculum to Integrate Informal Science Learning Opportunities for University and Middle School Students 运用大学课程整合大中学生非正式科学学习机会

The Journal of STEM Outreach Pub Date : 2020-08-10 DOI: 10.15695/jstem/v3i2.07

E. Hebets, P. Hill, A. Matthews, K. Phillips, S. Weller, Cassidy S. Whitney, T. B. Corey

{"title":"Using a College Curriculum to Integrate Informal Science Learning Opportunities for University and Middle School Students","authors":"E. Hebets, P. Hill, A. Matthews, K. Phillips, S. Weller, Cassidy S. Whitney, T. B. Corey","doi":"10.15695/jstem/v3i2.07","DOIUrl":"https://doi.org/10.15695/jstem/v3i2.07","url":null,"abstract":"We used community partnerships to develop an integrated science-learning program focused on two groups of learners – university and middle school (MS) students – to increase students’ interest and confidence in science as well as motivation to pursue science. Key program elements include a university course for undergraduate and graduate students, university student-led weekly afterschool clubs held at local middle schools (mostly Title I), and a capstone museum science festival led by university and MS students. Across nine course offerings, 78 university students conducted 25 clubs at seven middle schools and engaged at least 240 MS students. The capstone science festival engaged ~1,200 public participants across six events. We evaluated the program in two phases. Quantitative and qualitative assessments show that university students enjoyed the course and increased their ability to describe complex scientific phenomenon to youth. Middle school students reported significant increases in science interest, science understanding, and understanding scientists (1st evaluation phase); and increased interest in a career in science and in their perception of others seeing them as a scientist (2nd phase). Consistent with prior research, overall we found an increase in interest and understanding of science, science identity, and interest in future science careers for MS students.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127734113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2