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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. 

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. 

The continental United States is well instrumented with facilities for mid‐latitude upper atmosphere research that operate on a continuous basis. In addition, citizen scientists provide a wealth of information when unusual events occur. We combine ionospheric total electron content (TEC) data from distributed arrays of GNSS receivers, magnetometer chains, and auroral observations obtained by citizen scientists, to provide a detailed view of the intense auroral breakup and westward surge occurring at the peak of the 10–11 May 2024 extreme geomagnetic storm. Over a 20‐min interval, vertical TEC (vTEC) increased at unusually low latitude (∼45°) and rapidly expanded azimuthally across the continent. Individual receiver/satellite data sets indicate sharp bursts of greatly elevated of vTEC (∼50 TECu). Intense red aurora was co‐located with the leading edge of the equatorward and westward TEC enhancements, indicating that the large TEC enhancement was created by extremely intense low‐energy precipitation during the rapid substorm breakup. 

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.