Young Gifted Students' Learning Experience in STEM Programs: An Ecological Systems View

• In Event: Early Childhood Education Curriculum

Abstract

This study investigated young gifted students’ STEM learning experience in a university-based summer enrichment program within a mix-method approach from broad stakeholders. The survey data collected from students (N=530) were analyzed quantitatively. Participants rated the enrichment program to be highly supportive of STEM learning interests with appropriate challenges. The MANOVA results also indicated that there was no significant difference in students’ perceptions based on courses. Analyses of parent survey (N=196) and semi-structured teacher interviews (N=3) revealed that the inviting learning environment, intellectual and socioemotional stimulation, responsive curricula, and instruction had the most prominent influence on experiences. Intrapersonal aspects such as students’ prior interest and motivation in STEM directly affected learning experiences. Implications for young gifted education in STEM are discussed.

Authors

• Yao Yang, Yale University

• Chunyu Xu, Purdue University

• Jingwen Liu, Louisiana State University