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The Diverse and Integrative STEM Continua Using Socio-environmental Systems In and Out of Neighborhoods (DISCUSSION) network core team developed a low-cost, interdisciplinary, inquiry-based STEM curriculum of workbooks called the Food, Energy, and Water Learning Module (FEWLM). Built on the Next Generation Science Standards with a systems thinking approach, these workbooks provide hands-on, self-driven and team-building activities for elementary and middle school youth with the intent to increase their scientific exposure and awareness about environmental sustainability and human health issues. FEWLM was implemented at local Boys and Girls Clubs, local public after-school programs, and the DISCUSSION “HydroPHonics” Summer Enrichment camp. More than 150 underrepresented minority youths were engaged in our FEWLM science learning events during a two-year period; however, approximately 50 youths were surveyed about their experiences with FEWLM, attitudes and interest in science, and career ambitions. Evidence indicated that our FEWLM learning experiences had a positive impact on elementary and middle school youth by increasing their interest in STEM, perception of STEM in their lives, and confidence in their ability to participate in STEM.
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Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-basedSTEMintegrated robotics curriculumon elementary school students’ attitudes towardSTEMandperceivedlearninginanafterschoolsetting.Threeelementary schoolteachersand18fourth to sixth graders participatedinaneight-week-longprogram.Quantitativeandqualitativedatawere collectedandanalyzed,andshowedstudents’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of perceived learning were identified, including STEM content learning and connection, engagement and perseverance, and development and challenge in teamwork. The findings also identified the opportunities and challenges in designing a STEMintegrated robotics afterschool curriculum for upper elementary school students. Implications for future research studies and curriculum design are discussed.
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- Award ID(s):
- 1640228
- PAR ID:
- 10106762
- Date Published:
- Journal Name:
- TechTrends
- ISSN:
- 8756-3894
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1007/s11528-019-00388-0
