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Informal STEM learning experiences are widely used to promote students’ interest and engagement in science, technology, engineering, and mathematics (STEM), yet limited evidence exists regarding the educational value of one-day STEM outreach events. This study examined middle school students’ perceptions of STEM interest and self-efficacy following participation in NSF STEM Day, a one-day informal STEM learning experience that combined project demonstrations designed by college student mentors with a field-based learning experience at the Museum of Illusions to learn about hands-on robotics, coding, Internet of Things (IoT), and engineering and mathematical concepts. This study explored students’ learning experiences, STEM interests and STEM self-efficacy perceptions, and college student mentors’ reflections. First, participants reported positive learning experiences, and engineering was reported more frequently as an area of STEM interest in the post-survey (38.0%) than the pre-survey (25.6%). Second, they reported positive STEM self-efficacy perceptions in the post-survey. A significant grade-level difference was observed for one STEM self-efficacy item assessing students’ confidence in applying scientific principles, with eighth-grade students reporting higher confidence than sixth-grade students (F(3,26) = 3.76, p = 0.023). Third, qualitative findings showed that college student mentors’ reflections reported positive experiences and valued the opportunity to engage middle school students in hands-on STEM learning activities. The findings contribute evidence regarding the educational value of short-duration STEM outreach experiences for broadening students’ exposure to STEM learning.
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This content will become publicly available on July 9, 2027
Confidence Outpaces Interest: Upper Elementary AI Attitudes in a Science-Integrated Unit
AI concepts are increasingly integrated into subjects such as science, yet little is known about how upper elementary students perceive AI after participating in classroom-based AI learning experiences. This poster reports attitudinal findings from 28 fifth-grade students who participated in a science-integrated AI unit. A 15-item Likert instrument measured self-efficacy, value, interest, and perceptions of AI’s societal impact. Students reported strong confidence in learning and using AI and endorsed its importance and future utility; however, interest was lower than confidence and value beliefs. Students largely rejected the idea that AI is dangerous, suggesting limited engagement with risk-oriented perspectives. Findings indicate that science-integrated AI instruction can foster early self-efficacy and perceived relevance, while highlighting the need to intentionally cultivate sustained interest and developmentally appropriate critical AI literacy.
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- PAR ID:
- 10699928
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400726330
- Page Range / eLocation ID:
- 877 to 877
- Format(s):
- Medium: X
- Location:
- Madrid Spain
- Sponsoring Org:
- National Science Foundation
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