The Role of Feedback in Interest Development in an Out-of-School Engineering Setting

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-2 - Division C Section 1e: Motivation in Computer Science and Engineering Education

Abstract

We investigated STEM interest and its development among high school youth (N=6) during the FIRST Robotics Competition. This study used Hidi and Renninger’s (2006) Four-Phase Model of Interest Development (FPMID) to identify students’ phases of interest at two points in time; at baseline, and 12 weeks later at the conclusion of the competition season. We observed the type of in situ feedback each student received from peers and mentors while working during the competition season. Consistent with our hypothesis, students who received feedback matching their baseline phase of interest development showed a greater increase in STEM interest than those with mismatched feedback. STEM programs should explicitly consider students’ phases of interest when regulating feedback and structuring the learning environment.

Authors

• Joseph E Michaelis, University of Wisconsin - Madison

• Mitchell J. Nathan, University of Wisconsin - Madison