Engagement and Knowledge Building Through Social Networking in a Science and Engineering Club

• In Event: Programs That Engage and Motivate Students to Pursue STEM Careers Through National Science Foundation–Funded Innovative Technology Experiences for Students and Teachers Programs

Abstract

Social networking sites (SNSs) are popular technologies frequently used amongst youth for recreational purposes. Increasing attention has been paid to the use of SNSs in informal educational settings as a way to engage youth interest and encourage discussions around science (Clegg et al., 2013; Nacu, Martin, Pinkard & Gray, 2014). Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, Edmodo, is examined as an educational tool used with [The STEM Club].

Previous work has explored the integration of social networking sites (SNS) into [The STEM Club], an afterschool program in which rural, middle school youth (ages 11-15) have the opportunity to collaboratively apply science concepts through the construction and testing of a final product (Authors and Colleagues, 2014). This work suggests that youth are open and willing to appropriate SNS for interacting with one another. Youth interacted casually in conversations with their peers and more formally, discussing concepts from [The STEM Club] curriculum. While the prior study established the potential efficacy of SNS as an educational tool for youth, it did not fully explore the ways in which youth articulate science knowledge and exhibit engagement using SNS. In this study, further investigation of youth and facilitator interactions through the SNS, Edmodo, was conducted to deepen understanding of the ways that youth articulate knowledge building and engagement through posting behavior on Edmodo.

The purpose of this study was to explore youth engagement and knowledge building through the integration of the SNS, Edmodo, into an afterschool science and engineering program. Understanding the interactions that youth have with one another and facilitators through the Edmodo site could illuminate the benefits of including SNSs in similar youth programming. Results indicated that youth appropriated Edmodo to express engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress in science topics (see Figure 1). This process was guided by supportive facilitators and instructors. Based on results we suggest that efforts to include SNS in integrative science and engineering programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement.

Through the analysis of the current verbal data set, the authors conclude that youth actively engage in knowledge building through the SNF, Edmodo as a result of interacting through a supportive online environment. This is accomplished through the community interactions that they become involved in, the investment of youth in the materials to be learned, and the support of facilitators and instructors. The results provide further evidence that SNSs can effectively be used as educational tools that maintain youth interest and encourage collaboration (Ahn et al., 2013; Kim & Hannafin, 2009).

Author

• Michael A. Evans, North Carolina State University