Assessing the Impact of STEM Project-Based Learning Using Curiosity Machine: Classroom Implementation Study Findings

Tuesday, October 10, 2017
Resource Type:
Formative | Evaluation Reports
Environment Type: 
Informal/Formal Connections, K-12 Programs
Elementary School Children (6-10) | Middle School Children (11-13) | Museum/ISE Professionals | Evaluators | Learning Researchers
Education and learning science | Engineering | General STEM | Nature of science
Center for Research on Lifelong STEM, Oregon State University

In partnership with the Center for Research on Lifelong STEM Learning, we completed year one of a multi-year study on the impact of the Curiosity Machine model on students. There is a specific focus on linking dosage to impact. The constructs that were explored were:
* STEM identities (e.g., how students think of themselves in science)
* “Possible selves” (see STEM as a component of their own career or future learning pathways, e.g., course taking in STEM areas)
* Self-efficacy (e.g., beliefs in their abilities in STEM subject areas, self-perception of confidence in STEM)
* Interest in learning about STEM
* Students’ academic performance (e.g., grades, test scores in science, math, ELA) and overall engagement in school (e.g., changes in attendance)?

Overall, we found limited evidence of changes on most of these constructs after 6 hours of impact. However, we did find evidence that there were positive changes on students’ constructive coping and resilience, interest in future STEM engagement/careers and understanding the purpose and relevance of science.

Private Foundation
Funding Program: 
Overdeck Family Foundation & Simons Foundation

Team Members

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