Investigating the Impact of Informal Engineering Education on Middle School Girls' Engineering Identity Development - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Investigating the Impact of Informal Engineering Education on Middle School Girls' Engineering Identity Development write by Abigail M. Clark. This book was released on 2021. Investigating the Impact of Informal Engineering Education on Middle School Girls' Engineering Identity Development available in PDF, EPUB and Kindle. As the world grows increasingly more reliant on technology, there have been repeated calls for more, and more diverse, engineers, along with other science, technology, engineering, and math (STEM) professionals. From these calls has risen an increased focus on engineering in pre-college education, both in formal and informal learning settings. Along with this increased focus came a corresponding increase in research regarding pre-college engineering education. However, informal engineering experiences are under-studied when compared to formal engineering experiences. This manuscript-style dissertation seeks to provide insight into the literature available about pre-college engineering education and the impact and implications for practice of one informal engineering experience, a Girl Scout engineering badge, on middle schoolers’ engineering identity development. To begin my work, I conducted a systematic literature review. Following established systematic literature review methods, I gathered and synthesized a small body of literature regarding the impact of informal engineering experiences on pre-college students’ engineering identity development. The synthesis revealed that informal experiences appear to have a positive impact on participant’s engineering identity, however, little is known about how the impact may vary by program or participant characteristics. Using these results, directions and recommendations for future research was proposed. For the informal engineering experience, two Girl Scout troops, one which met completely online and one which met in a hybrid setting, completed a Girl Scout engineering badge. Fifteen participants completed pre- and post-interviews, and observations of participants were conducted during the badge activities. In addition, participants completed the Draw-an-Engineer Test before the pre-interview and a modified version of the Draw-an-Engineer Test before the post-interview. Data analysis indicated that there was some growth in both engineering identity and engineering knowledge following the engineering badge experience. However, the impact on engineering identity varied between the two settings (hybrid and online), with participants in the online troop slightly more likely to indicate engineering identity growth. Finally, based on participant outcomes and my experiences with transitioning the in-person badge material into a virtual environment, I generated four concrete recommendations for practitioners who wish to conduct virtual informal engineering experiences. Those recommendations are: 1.) Craft your learning environment to reduce participant barriers, 2.) Be flexible and adapt activities as needed, 3.) Cultivate an environment where struggle and failure are okay, and 4.) Leverage your network and build relationships with the organizations you wish to partner with. Additionally, future work to further develop these recommendations was proposed. These three manuscripts come together to provide insight into engineering identity development through an under-studied area of pre-college engineering education: informal experiences. Through my work, I identified gaps in the literature and opportunities for future work, provided insight into the impact that a Girl Scout engineering badge had on participants, and developed recommendations for practice. Particularly, my work informs how the engineering education field may be able to support engineering identity development in girls, which may ultimately influence women’s participation in the engineering field.
Cracking the code
Cracking the code - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Cracking the code write by UNESCO. This book was released on 2017-09-04. Cracking the code available in PDF, EPUB and Kindle. This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Out of School Time Science Programs
Out of School Time Science Programs - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Out of School Time Science Programs write by Elizabeth Ripley MacTavish. This book was released on 2016. Out of School Time Science Programs available in PDF, EPUB and Kindle. Science education reform efforts emphasize teaching science for all Americans, and identify scientific literacy as the principle goal of science education (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). Despite the goal of scientific literacy, some students, especially females and minorities, consider science irrelevant to their personal interests or career goals. Additionally, research pinpoints middle school as a period when female students begin to lose interest in science (Farenga, 1999; Hill et al., 2010). Decades of research have documented the gender achievement gap, yet little research has been focused on the science identity gap (Archer et al., 2013). We do know girls often do not identify with science regardless of test scores (Archer et al., 2013; Sadker, Sadker & Zittleman, 2009). This lack of research makes a strong argument that the science identity gap limits girls' participation in science beyond secondary schooling. One solution to increasing students' science involvement and development of science identities is through the implementation of out-of-school time (OST) science programs. However, there is limited research on how these programs change female participants' perceptions of their science abilities. This study examines the impacts of a science OST program in an East Tennessee middle school on the identify construction of its females participants. An exploratory sequential mixed methods research designed was used to answer three research questions. First, the "Science and Me" survey (SMS) instrument was designed and administered to both boys and girls. Survey results guided the development of a focus group discussion guide for Phase 2. Next, data from four female only focus groups provided insight into the development of middle school females' science identities by distinguishing parental or home assistance, teachers' instructional approaches, media outlets, and peer relationships as major influences on females' science identities. It was concluded that when girls view these influences as positively supporting their science abilities, they feel confident and interested in pursuing informal science programs. Further, the OST program was shown to positively impact the continued construction of their science identities.
College Students' Sense of Belonging
College Students' Sense of Belonging - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook College Students' Sense of Belonging write by Terrell L. Strayhorn. This book was released on 2018-09-03. College Students' Sense of Belonging available in PDF, EPUB and Kindle. This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Identity Development of Middle School Students as Learners of Science at an Informal Science Education Camp
Identity Development of Middle School Students as Learners of Science at an Informal Science Education Camp - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Identity Development of Middle School Students as Learners of Science at an Informal Science Education Camp write by Kelly Anne Riedinger. This book was released on 2011. Identity Development of Middle School Students as Learners of Science at an Informal Science Education Camp available in PDF, EPUB and Kindle.
