Exploring the Relationships Between Informal STEM Experiences, STEM Identity, and Problem-Solving Processes of Undergraduate Students (Poster 44)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Informal Learning Research Poster Session

Abstract

We explore how involvement in informal STEM programs during adolescence impacts STEM identity in multiple STEM domains as students transition to college. An instrument initially established by Goff et al., (2019) was used as a baseline and modified to measure first-year undergraduate STEM identity in biology, chemistry, and mathematics, and studied their problem-solving processes in introductory-level STEM tasks using eye-tracking technology. We discuss the latent construct of STEM identity, important informal STEM experience types, and the relationship between STEM identity and student cognition. Students with pre-college informal STEM experiences reported higher STEM identity and a stronger relationship between STEM identity and performance-competence, while mentoring/tutoring and summer camps were reported to have more impact on STEM identity than other informal experiences.

Authors

• Supuni Dhameera Silva, Louisiana State University

• Ruthanne Thompson, University of North Texas

• Molly B. Atkinson, University of North Texas