More Like this

1. Reclaiming our science center: Youth co-design of the Katherine Johnson Room.

   Balzer, M. (April 2021, ASTC dimensions)

   In this article, we explore how Science Center educators and youth collaboratively investigated the characteristics of the space that had made some visitors feel less welcome, and how our collaborative worked together to address the issues identified. By bringing to the forefront youth perspectives of their own lives and histories, youth and adults partnered to examine, critique, and re-design the Science Center and challenge historical representations of science. Specifically, the youth participants led the co-design of a new classroom based on the life and work of Dr. Katherine Johnson, a pioneering mathematician profiled as one of NASA’s “hidden figures,” who calculated the orbital mechanics for the first American in space. The youth participants were also essential to the development of a series of displays and activities about women of color in science. Designing these new features of the Science Center together required the careful development of a new and shared understanding of what the Science Center could be. https://www.astc.org/astc-dimensions/reclaiming-our-science-center-youth-co-design-of-the-dr-katherine-johnson-room/ 

   more » « less
2. Content, Connection and Careers: Kit-Based Learning and Virtual University Connections (Evaluation)

   Skluzacek, Joanna; Severson, Eric; Petersen, Nathan; Johnson, Martin (August 2022, 2022 ASEE Annual Conference & Exposition)

   Science kits have been a staple of learning for some time, but in the era of COVID-19 at-home science kits took specific prominence in educational initiatives. In this paper, we delineate how kit-based education can be paired with virtual connection technology to enhance postsecondary and career exploration. The “Content, Connection and Careers” kit-based program has been developed to enable youth to explore electrical engineering principles while connecting virtually with university students to discuss engineering courses and careers. When assembled and wired up, the kit components become linear motors that use a magnetic force to pull a bolt into a pipe when youth press a button. This follows the same working principles as a doorbell or solenoid. These kits are supported by virtual learning sessions where youth connect with university students and faculty to fully understand the educational content, connect to peers and caring adults to share their learning, and explore careers that use electrical engineering skills. To investigate the effectiveness of the program, surveys were distributed to participants to understand whether the kits were simple enough for independent learning but robust enough to encourage additional self-exploration of more difficult topics with the aid of expert scientists and other adult role models. Additionally, youth were asked if the connections made with university faculty and students was beneficial in their thinking of postsecondary options and college engagement. Over 60 elementary and middle-school aged youth participated in the project. Over 80 percent of survey respondents self-reported improved knowledge of how an electromagnetic field works and how to build a simple electromagnet. Other results showed an increased understanding of engineering careers and courses required to study electric engineering in college. Before their experience in the project, very few of the young people had ever talked to university faculty or university students about their areas of research or their journey into the fields of science, technology, engineering, and math (STEM). This connection was described in the surveys as what the youth liked best about the project. 

   more » « less
3. Connecting mathematics and sports in informal learning spaces

   https://doi.org/10.3389/feduc.2024.1456653  

   Turner, Erin; Buxner, Sanlyn; Miller, Seneca B; Baze, Christina; Valerdi, Ricardo (August 2024, Frontiers in Education)

   IntroductionThere is a critical need to develop innovative educational strategies that engage youth in meaningful mathematics learning, particularly students from groups that have been historically marginalized in science, technology, engineering, and mathematics (STEM). In this study, we explore youths’ participation in two collaborative projects from the Growing Mathletes curriculum which combines baseball contexts and mathematics. Our goal was to understand the potential of these projects to support youths’ engagement with mathematical ideas and practices, and the extent to which youth leveraged a range of resources, including prior experiences and funds of knowledge, to inform their decisions and understanding. MethodsThe Design a Stadium and Baseball Team Roster projects were implemented in two afterschool setting sites and two summer program sites with 102 youth of all genders in grades 3 to 8. Data sources included video recordings of youth participation in the project, project artifacts, and youth interviews. ResultsWe found the projects contained specific features that supported youths’ engagement in three specific mathematical practices: (1) make sense of problems and persevere in solving them, (2) reason abstractly and quantitatively, and (3) construct viable arguments and critique the reasoning of others. Additionally, there is evidence that while engaging in these projects youth drew on their own funds of knowledge to inform their decisions and understanding. ConclusionOur findings point to key implications for researchers, educators, and curriculum developers in informal STEM learning spaces. 

   more » « less
4. Computing for communities: An Ethnographic examination of an after-school computing program

   Codding, D.; Rolón-Dow, R. (January 2019, 40th Ethnography in Education Research Forum)

   Despite recent efforts to increase diversity, female and racially minoritized youth 1 continue to be underrepresented in science, technology, engineering, and math (STEM). Our pilot study utilizes culturally responsive frameworks to address the underrepresentation of minoritized youth in computer science (CS) by supporting youth at a local Boys & Girls Club as they develop a sense of competence and belonging in the CS field. Culturally responsive frameworks shape our work with students and inform our research process. This paper examines the context of our pilot study and the positionality of our research team, which includes university researchers and community partners. It also provides a reflexive analysis of our community inquiry process and how it has influenced the development and adaptation of our CS programming. 

   more » « less
5. Understanding Students’ Views of Science Identity Development

   Pedersen, D. E. (January 2022, The chronicle of mentoring coaching)

   Science identity is composed of three key components, including competence (possessing scientific knowledge), performance (the capacity to use scientific tools and language in appropriate settings), and recognition (earning validation from others in the field) (Carlone & Johnson, 2007). The significance of a strong science identity is in shaping a student’s future behavior, such as intent to graduate and pursue a STEM career (Chang et al., 2011; Chemers et al., 2011), which is particularly important for those with notable retention challenges within STEM like women, underrepresented minorities, first generation, and rural students (President’s Council of Advisors on Science and Technology, 2012). The work of building students’ science identity and encouraging their development as emerging scholars and scientists relies on both classroom experiences and the form and quality of mentoring relationships with faculty (Kendricks et al., 2013). This study considers how students see their own science identity development, and which supports they believe most central to science identity. 

   more » « less