Abstract
This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education.
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