Constructivist Learning as Intervention: A Pre-Post Examination of STEM Interest and Self-Efficacy

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Innovative Approaches to Student-Centered Learning: STEM, Competency-Based Education, and Experiential Learning (Table 1)

Abstract

This study examines how constructivist learning impacted secondary school girls’ interests and self-efficacy in STEM learning and growth. Research in the area is abundant, but rarely a pre-post comparison was employed. In this study, we used an online survey to collect data from participants of a five-week summer camp for a comparison of students’ self-efficacy and interests in STEM that focuses on Arduino and robotics before and after their engagement in the camp, and for examining the relationship between constructivist learning and the observed changes. The final sample of 22 girls provided evidence that constructivist STEM learning produced significant gains in students’ STEM interests and self-efficacy.

Authors

• Yonghong Jade Xu, University of Memphis

• Mei Yang, University of Nevada - Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas

• Venkatesan Muthukumar, University of Nevada - Las Vegas