Foldscope Origami Microscopes: Effect of a Hypothesis-Testing Intervention on Children’s Learning and STEM Interest

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Sex, Gender

Abstract

Jobs in the U.S. in science technology, engineering, and mathematics (STEM) are expected to increase by 8% from 2019 to 2029 (U.S. Bureau of Labor Statistics, 2020). Yet, the gender gap in STEM persists, although there has been progress in many disciplines (National Science Foundation, 2013; Liben & Coyle, 2014). In fact, some STEM disciplines historically dominated by men are now somewhat female-dominated (e.g., biology; Ericson, 2014; National Center for Education Statistics, 2013), although certain STEM disciplines remain strongly male-dominated today (e.g., engineering, computer science). The STEM gender gap is particularly heightened in rural communities. Rural children are less likely to have early science experiences (Carnegie Science Center, 2014) and less likely to aspire to scientific careers (Farrigan, 2018). Rural parents have more negative ideas about science (CSC, 2014; Howley et al., 2005) and more gender traditional attitudes, so rural girls are faced with double obstacles to science experiences (Johnson et al., 2005). Is there a way to present science to rural children, particularly girls, in a way that would make them excited about science and consider jobs that may keep them in their community? More generally, are there lessons from biology that can be applied to improve STEM intervention efficacy in other domains?

The current study tested a brief intervention aimed at children attending two local events in Summer 2019 (i.e., a county fair and a rural community children’s day). Children (N=120, M age=8.3 years, 55% female, 45% male) completed a matching task between macroscopic items in jars and their microscopic samples on slides viewed through a Foldscope microscope. Foldscopes are origami paper microscopes costing about $1 to manufacture but with powerful resolution (140x magnification and 2-micron resolution; Foldscope, 2019). Children were randomly assigned to view samples that were feminine-appearing (e.g., pink boa feather) or masculine-appearing (e.g., moth wing). Children were also randomly assigned to receive additional information about rural science jobs or no additional information. Children’s slide matching was scored, and they were queried about interest in Foldscopes and rural science jobs. Preliminary results show that both boys and girls scored higher on matching feminine slides than matching masculine slides, F(1,109)=4.41, p=.038. Children who matched feminine slides and received additional information about rural science jobs reported more traditionally feminine career interests, whereas those who matched masculine slides and received additional information about rural science jobs reported more traditionally masculine career interests, F(1,83)=4.07, p=.047. Children who received additional information about rural science jobs were more interested in both masculine, F(1,100)=8.47, p=.004, and feminine rural science jobs, F(1,100)=4.80, p=.031.

Data analysis is ongoing, including coding the relative masculinity, femininity, and suitability for microscopy of children’s selection of a specimen to examine with a Foldscope in the future. Preliminary findings highlight the importance of hands-on STEM activities and concrete information about qualification for science jobs to increase children’s interest in STEM careers. Further analysis is needed to disentangle the finding that all children, regardless of gender, were better able to match feminine-appearing slides and samples compared to the masculine-appearing condition.

Authors

• Emily F Coyle, Saint Martin's University
  Presenting Author

• Megan Fulcher, washing
  Non-Presenting Author

• Konner Baker, Saint Martin's University
  Non-Presenting Author