Abstract
This study was designed to investigate rural cultural and social influences that are uniquely different from other areas that could inform or shape the development of students’ science, technology, engineering, and math (STEM) interest. However, previous research focusing on place-conscious designs in rural locations has not explored how to increase students’ interest in STEM. Specifically, this study investigated the effects of three informal instructional methods (hands-on, role model, and culminating projects) in a place-conscious curriculum on STEM interest. Participants included youth in grades 3rd through 5th attending two local schools in one community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. This study will help fill the gap in rural-based empirical studies of STEM interest development, informal education, and youth ages 8-12.
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