Engaging Secondary Female Students in STEM Activities Through a Constructivist Learning Environment

• In Event: Studies in Learning Environments in a Secondary School Context

Abstract

Female students participate in fewer STEM activities than males. Researchers have called for studies examining factors that influence STEM participation. The purpose of this study is to examine how unique constructive learning environments might impact secondary female students’ sense of belonging and participation in STEM. For this two-year mixed-methods study, interviews were conducted with 17 mentor participants and a survey was completed by 37 female students. Findings indicated that a constructive learning environment enhanced students’ sense of belonging. Sense of belonging in STEM environments impacts confidence to participate in more STEM activities. The study also found that constructive learning environments can be a significant predictor of self-efficacy. This study contributes to research in learning environment theory and STEM education practice.

Authors

• Daniel Unger, University of Nevada - Las Vegas
  Presenting Author

• Shaoan Zhang, University of Nevada - Las Vegas
  Presenting Author

• Jinkun Shen, University of Nevada - Las Vegas
  Presenting Author

• Safiyya Bintali
  Presenting Author