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Unpacking the Learning and Benefits of STEM Engagement Across Formal and Informal Learning Contexts
Sat, April 15, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, New OrleansSession Type: Symposium
Abstract
Increasing children and adolescents’ STEM engagement is critical to encourage more innovations and increase the number of skilled workers in the STEM fields. This symposium brings together 6 papers from teaching and psychological development perspectives to unpack the benefits of STEM engagement and learning. For example, this symposium highlights the role of individual psychological processes, such as STEM identity and growth mindset in STEM learning and engagement. Applied research designs include case study, in-depth interviews, pre-post intervention design and longitudinal surveys. Importantly, the featured studies examine STEM engagement across formal and informal contexts and focus on participants from early childhood to emerging adulthood. The symposium provides evidence-based suggestions for teachers, educators, and practitioners to meaningfully engage participants in STEM activities.
Sub Unit
Chair
Papers
Supporting Individual Mathematical Identity Development in the Course of Instruction - Darrius D. Robinson, University of Michigan; Nicolas Boileau, Ontario Council on Articulation and Transfer; Charles Wilkes, San Diego State University
Promoting U.S. and Ghanaian Students' STEM Interest, Self-Efficacy, and Global-Mindedness Through Binational STEM Programming - Kelly Lynn Mulvey, North Carolina State University; Adam Hartstone-Rose, North Carolina State University; Amaris Mohammed; Sarah Bever
Adolescents' Perceptions of STEM Barriers: The Role of Math and Science Interest and STEM Identity - Channing Jamielle Mathews, University of Virginia; Mengya Zhao, University of Exeter; Adam Rutland, University of Exeter; Adam Hartstone-Rose, North Carolina State University; Kelly Lynn Mulvey, North Carolina State University
Young People's Perceptions of Learning and Development Within STEM Youth Programs in Informal Learning Settings - Mengya Zhao, University of Exeter; Channing Jamielle Mathews, University of Virginia; Fidelia Law, University of Exeter; Angelina Joy, Purdue University; Adam Rutland, University of Exeter; Kelly Lynn Mulvey, North Carolina State University; Adam Hartstone-Rose, North Carolina State University; Mark Winterbottom, University of Cambridge
Increasing Participation in STEM Through Growth Mindset Principles: An Examination of Black Undergraduate STEM Engagement - Adrian Neely, Morehouse College; Brittany Chambers, WestEd