Classifying STEM Social-Emotional Learning Affordances in Youth Community STEM Programs (Poster 22)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Social and Emotional Learning

Abstract

This research explored the ways children’s SEL (social and emotional learning) skills may benefit from STEM projects executed in informal learning settings. Using an inductive, qualitative approach grounded in the Harvard Ecological Approaches to Social Emotional Learning (EASEL) Lab Skills Framework (EASEL Lab, 2022), researchers designed and executed a series of STEM engineering design challenges with forty students across two local community centers, and observed social and emotional behaviors elicited by the projects. Core findings presented as a hierarchical taxonomy of factors, nested within five main themes- engagement, materials use and misuse, goal orientation, teamwork, and social behaviors. Findings highlight that informal STEM projects can be an effective context to teach and practice SEL skills.

Authors

• Travis Willingham Windleharth, foundry10

• Dominic Gibson, foundry10

• Janelle Salcedo, foundry10