Interest-Driven Learning Among Middle School Youth in an Out-of-School STEM Studio

Date: 
Wednesday, March 26, 2014
Resource Type:
Peer-reviewed article | Research Products | Research Case Study | Evaluation
Environment Type: 
Media and Technology, Websites, Mobile Apps, and Online Media, Games, Simulations, and Interactives, Public Programs, Afterschool Programs, Summer and Extended Camps, Making and Tinkering Programs
Audience: 
Middle School Children (11-13) | Museum/ISE Professionals | Evaluators | Learning Researchers
Discipline: 
Education and learning science | Engineering | General STEM
Access and Inclusion: 
Rural
Organization:
Virginia Tech
Description: 

The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.

Citation
DOI:
10.1007/s10956-014-9490-z
Publication Name: 
Journal of Science Education & Technology
Volume: 
23
Number: 
5
Page Number: 
624-640

Team Members

Megan LopezMegan LopezAuthor
Donna MaddoxDonna MaddoxAuthor
Rebekah DukeRebekah DukeAuthor

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