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In STEM education, fewer female students participate in STEM related activities than males (Kim, ND; Sahin et al., 2015). This underrepresentation of females in STEM fields may be attributed to lack of confidence in STEM related to their self-concept, gender stereotyping, or lack of cultural/family support (Cokley, 2002). This study is part of an NSF program that focuses on engaging secondary female students in a constructive learning environment (CLE) to enhance their self confidence in STEM related fields and encourage interest in STEM learning in order to increase females in STEM workforce. The purpose of this proposal is two-fold: 1) to examine the CLE, and 2) to investigate the factors that influence female students’ self-confidence in STEM within a CLE. Using both quantitative and qualitative data sources, this study addresses the following research questions: (1) What is the relationship between a CLE and STEM self-efficacy?; (2) How does students’ sense of belonging impact the relationship between CLE and STEM self-efficacy; and (3) How does the project experience impact secondary female students’ attitudes toward participation in STEM learning?
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This content will become publicly available on September 8, 2025
Exploring Constructive Learning Environments for Secondary Girls' STEM Learning
The purpose of the study is to explore and theorize the constructivist learning environment for secondary female students’ STEM learning. The study was built on a funded program featured a tiered-team structure, hands-on experience, and interactive mentorship for engaging female students from Grades 6-11 in a five-week Summer Camp to learn Arduino programming & Robotics Design and integration of these tools to conduct projects in ubiquitous intelligent systems. In conducting this study, we used the case study method to provide a more multifaceted perspective on the camp, and how these perspectives inform an understanding of how the project’s features impacted the students. All 37 female students participated in the survey, and eight participated in the interviews. The findings indicate that students were able to heighten their self-confidence and motivation. The themes of the learning environment were identified: knowledge enhancement, STEAM experience, as well as support and encouragement. The program had significant impacts on students’ identity related to STEM identity, motivation and interest, and self-confidence. It also significantly impacts their sense of belonging, including peers' and mentors' sense of belonging. The study provided research evidence for designing STEM learning projects to enhance female STEM learning.
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- Award ID(s):
- 1949585
- PAR ID:
- 10570171
- Publisher / Repository:
- WERA 2024
- Date Published:
- ISSN:
- ####-####
- Format(s):
- Medium: X
- Location:
- Manchester, UK
- Sponsoring Org:
- National Science Foundation
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