This paper describes the design, implementation and research of the Cyber Sleuth Science Lab (CSSL), an innovative educational program and supporting virtual learning environment, that combines pedagogical theory, gender inclusive instruction strategies, scientific principles/practices, gamification methods, computational thinking, and real-world problem solving. This program provides underrepresented youth, especially girls, with digital forensic knowledge, skills and career pathways, challenging them to explore complex social issues related to technology and to become cyber sleuths using real-world digital forensic methods and tools to solve investigative scenarios. Students also learn about related careers while improving their cyber street smarts. The CSSL incorporates additional “outside of the computer” activities to strengthen students’ engagement such as structured in-classroom discussions, mock trials, and in-person interactions with practitioner role models. The CSSL was piloted in various forms to assess the suitability for in-school and out-of-school settings, and the students predominantly represented racial minorities. Research in this project relied on a mixed methods approach for data collection and analysis, including qualitative and quantitative methods, reinforced using learning analytics generated from the students clicking through the interface and interacting with the system. Analysis of gathered data indicate that the virtual learning environment developed in this project is highly effective for teaching digital forensic knowledge, skills, and abilities that are directly applicable in the workplace. Furthermore, the strategies for gender inclusive STEM instruction implemented in CSSL are effective for engaging girls without being harmful to boys’ engagement. Learning STEM through digital forensic science taps into girls’ motivations to address real-world problems that have direct relevance to their lives, and to protect and serve their community. After participating in the educational program, girls expressed a significantly greater increase in interest, relative to boys, in learning more about careers related to digital forensics and cybersecurity.
- Award ID(s):
- 1721141
- NSF-PAR ID:
- 10162577
- Date Published:
- Journal Name:
- International Journal of Science and Mathematics Education
- ISSN:
- 1571-0068
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers.
Practitioner notes What is already known about this topic
Student career interest in primary and secondary school predicts college degree and career choice.
3D printing has the potential to improve students' interest in STEM careers.
STEM career interest is associated with student gender.
What this paper adds
This study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest.
Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers.
This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers.
Implications for practice and/or policy
Student STEM career interest improves when teachers integrate STEM in their instruction.
STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping.
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