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The core component of this study was a five-week summer camp that provided Arduino and robotics workshops and group activities to girls in grades 6-11. All activities were structured to ensure that learning took place in a constructivist environment. The camp was designed as a program to increase girls’, especially minorities’ participation in computer science and engineering. Key elements of camp participants’ STEM interest, self-efficacy, and contextual factors were measured both before and after the camp. With the collection and analyses of the survey data, our present study is to examine how constructivist learning environment may impact adolescent girls’ STEM learning and interests. 

Oxidation of the sub-arc mantle driven by slab-derived fluids has been hypothesized to contribute to the formation of gold deposits in magmatic arc environments that host the majority of metal resources on Earth. However, the mechanism by which the infiltration of slab-derived fluids into the mantle wedge changes its oxidation state and affects Au enrichment remains poorly understood. Here, we present the results of a numerical model that demonstrates that slab-derived fluids introduce large amounts of sulfate (S6+) into the overlying mantle wedge that increase its oxygen fugacity by up to 3 to 4 log units relative to the pristine mantle. Our model predicts that as much as 1 wt.% of the total dissolved sulfur in slab-derived fluids reacting with mantle rocks is present as the trisulfur radical ion, S3–. This sulfur ligand stabilizes the aqueous Au(HS)S3– complex, which can transport Au concentrations of several grams per cubic meter of fluid. Such concentrations are more than three orders of magnitude higher than the average abundance of Au in the mantle. Our data thus demonstrate that an aqueous fluid phase can extract 10 to 100 times more Au than in a fluid-absent rock-melt system during mantle partial melting at redox conditions close to the sulfide-sulfate boundary. We conclude that oxidation by slab-derived fluids is the primary cause of Au mobility and enrichment in the mantle wedge and that aqueous fluid-assisted mantle melting is a prerequisite for formation of Au-rich magmatic hydrothermal and orogenic gold systems in subduction zone settings. 

This study collected data from a five-week summer camp that provided programming workshops and engineering-based group activities to girls in grades 6-11. The camp was part of the actions designed to increase girls’, especially minorities’, participation in computer science and engineering. All activities were designed to ensure that learning took place in a constructivist environment. With the collection and analyses of survey data, the objective of this study is to examine whether and how a constructivist learning environment impacted adolescent girls’ STEM interests beyond their gains in STEM knowledge and self-efficacy. 

This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education.