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An extensive number of empirical research studies support the engagement of young children and youth in out-of-school science, technology, engineering, and/or mathematics learning experiences. In this case study, we add to this knowledge base through examining how rural middle school learners engage with science and math concepts and practices through an afterschool program that emphasized the development of STEM content, skills, and practices using the field of archaeology, as well as Indigenous knowledges, as mediums. Results highlighted how various syncretic approaches within the afterschool program afforded 61 middle school aged learners’ opportunities to engage with math and science concepts common to archaeologists and Indigenous peoples. We illustrate this through five “doings.” For example, learners engaged in similar science practices to Indigenous peoples through considering how local landscapes and the natural environment informed decisions regarding settlements. This study concludes with recommendations for professional archaeologists and educators to adapt and/or develop a similar afterschool program to support students’ participation as ARCH + STEM learners.
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Understanding STEM Outcomes for Autistic Middle Schoolers in an Interest-Based, Afterschool Program: A Qualitative Study
Abstract Current research underscores that there are only a few evidence-based programs that teach STEM (science, technology, engineering, and mathematics) as part of their curriculum, especially for autistic students. Even fewer programs focus on engineering and design learning. Hence, we developed an informal afterschool maker program to develop autistic and non-autistic students’ interests in engineering to understand their experiences learning STEM concepts and values while applying the engineering mindset to develop projects. This qualitative study aimed to explore and understand students’ experiences participating in STEM activities in the maker club. We interviewed twenty-six students (seventeen autistic and nine non-autistic), nine teachers, and thirteen parents representing diverse cultural and socio-economic backgrounds across three public middle schools in a large urban metropolitan city between 2018 and 2019. Our thematic analysis yielded four themes:(1) active participation in STEM; (2) curiosity about STEM topics, concepts, and practices, (3) capacity-building to engage in STEM learning; and 4) understanding of the importance of STEM education in daily life.The results of this study enabled us to understand that students were deeply engaged with the content and curriculum of our program, expanded their knowledge base about scientific concepts, used engineering-specific scientific terminologies, and engaged with the engineering design process to conceptualize, test, improvise, and problem-solve. Furthermore, this afterschool engineering education program created a safe, nurturing, and stimulating environment for students to build engineering readiness skills.
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- Award ID(s):
- 1850289
- PAR ID:
- 10488522
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Research in Science Education
- Volume:
- 54
- Issue:
- 4
- ISSN:
- 0157-244X
- Format(s):
- Medium: X Size: p. 595-620
- Size(s):
- p. 595-620
- Sponsoring Org:
- National Science Foundation
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