Hands-on STEM Research Articles

Transitioning Hands-On STEM Teacher Training in Ghana from an In-Person to Online Modality

Transitioning Hands-On STEM Teacher Training in Ghana from an In-Person to Online Modality

Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program.

Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands-on anatomy laboratory visit. One hundred and eighty-eight high school students participated in a single day, one-hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands-on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics-Career Interest Survey (STEM-CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t-test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre-to-post-visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre- to post-visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands-on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest.

Virtual Teaching Together: engaging parents and young children in STEM activities.

Early informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program-Teaching Together STEM-to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual "funshops" to evaluate if parents perceived this modality as feasible and useful. Museum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds. Our results indicate no significant group differences in the primary outcome of parents' involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children's general science interests (ES = -0.19). Despite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM.

A national study examining safety factors and training associated with STEM education and CTE laboratory accidents in the United States

Safety remains a core component of science, technology, engineering, and mathematics (STEM) education and career and technical education (CTE). However, research has shown accidents continue to occur in STEM and CTE courses. This study analyzed the survey responses of 718 STEM and CTE teachers from 42 states in the United States. Exploratory correlational analyses were conducted to estimate the magnitude of the associations between various safety factors and the occurrence of minor and major accidents over a five-year period. Eight factors were found to be significantly associated with increased accident occurrences, and 17 factors were significantly correlated with reduced accident occurrences. A series of logistic regressions were then conducted to estimate the change in odds of an accident occurring according to safety training completed after controlling for various safety factors. This revealed classes with enrollments over 24 students had a 48 % increase in the odds of an accident occurring (β = 0.3967, p = 0.08, OR = 1.48). Additionally, after controlling for various safety factors, it was found that teachers who received comprehensive safety training had a 49 % reduction in the odds of an accident occurring (β = -0.68, p = 0.0073, OR = 0.505). Departments of education, higher education institutions, teacher preparation programs, schools, teachers, administrators, school safety officers, architects, and others involved with facility design and instruction related to hands-on STEM education and CTE programs should utilize these research findings to improve facilities, safety practices, safety policies, and reduce liability.

Impact of STEM Professional Development Sessions on Chinese Pre-service Early Childhood Teachers

STEM only recently became part of the official Chinese public school curriculum in 2017 and suggested to be included in the primary school curriculum in 2018. This study shares findings from 79 Chinese pre-serivice early childhood teachers participating in a variety of hands-on STEM activities over a two week period. A follow-up question session was conducted with the translator as well. This training was offered outside of normal class times as a professional development. Data showed significant differences between the pre- and post- surveys along with strong relationships between main categories. Indications are that the sessions helped to promote the participant’s interest, perception, self-efficacy in STEM, as well as, thoughts toward STEM/science teachers and classes in their current program. Findings most strongly indicated that the sessions aided understanding of STEM and that STEM could be fun in terms of both learning and teaching. Overall, it appeared that the professional development sessions were meaningful for the participants and highlighted STEM practices and concepts in a positive light.

Girls Get WISE-A programming model for engaging girls+ in STEM.

The majority of STEM disciplines in Canada are male-dominated and there is a significant lack of programming available to girls. The Girls Get WISE program is a university-based program that is funded by the federal government, the university, and corporate sponsorship. This program is delivered in person by educational professionals, science students, and past participants. By engaging girls in hands-on interactive STEM activities in a safe and fun space, this program provides an opportunity for young women to showcase their talents and excitement for science-based topics. The features of this program and its evaluation over a 10 year period are described here.

Applying the design thinking model to hands-on mechatronics STEM activities for senior high school students to improve the learning performance and learning behavior

Applying the design thinking model to hands-on mechatronics STEM activities for senior high school students to improve the learning performance and learning behavior

Making STEM real: the design of a making-production model for hands-on STEM learning

ABSTRACT In the face of information technology changes, not all students will have access to the means to prepare for this future of work. In addressing this issue, in this study, the authors investigate the impact of a ‘Making as Micro-Manufacturing (M2)' model in motivating STEM-activity participation and developing self-efficacy among high-schoolers hailing from an underserved community. The approach involved integrating practice-based learning and activities into a high-school class curriculum resulting in the production of small-batch volumes of products in real-world settings for everyday use like instructional kits for elementary school learning. Pre- and post-surveys were administered to ascertain the differences in students' Making and engineering self-efficacy tendencies. Our results saw increases in the students' Making and engineering self-efficacy across multiple dimensions and in-situ during a production process. In addition, our results also quantify and characterize that kinds of helping behaviours that occur in the students’ own self-organised production team.

Tackling the Challenges of Acquiring Web Videos for STEM Hands-On Learning

The web offers rich learning resources, including technology education. With the advocate of hands-on learning and STEM education, many web videos teach users how to use technological tools to create an STEM artifacts and acquire related science knowledge. These videos were adopted by teachers in their classroom and followed closely as pro-claimed technology education. As web credibility is a challenge and how students approach the topics to develop systematic knowledge are crucial, this study proposed a learning model to address these challenges. The model was embedded into a teacher training to have teachers self-experience these challenges. Participating teachers were expected to construct their pedagogical knowledge inductively, and their responses to the proposed learning were collected. With the participation of 27 in-service teachers, the results demonstrated teachers’ recognition and support of the proposed model. However, their belief and concerns regarding its implementation generated uncertainty. Study results broaden the spectrum of hands-on teacher training.

Hands-on STEM: Chemistry, Physics, and Other Science Resources for K-12 Education

Hands-on STEM: Chemistry, Physics, and Other Science Resources for K-12 Education

Why Olympiad: Investigating Motivations and Benefits of Coaching Elementary Science Olympiad

ABSTRACT Science Olympiad is a K-12 science, technology, engineering, and mathematics (STEM) competition that engages approximately 7,000 teams across the U.S. in individual and team challenges at regional, state, and national levels. Science Olympiad began expanding to include elementary students in 2008. Yet, little is known about the adults who volunteer to coach elementary Science Olympiad teams or their coaching motivations. The purpose of this study was to investigate who coached elementary Science Olympiad teams, what motivated them to volunteer, and how their participation influenced their science teaching self-confidence, knowledge, and practices. This mixed-methods study investigated 125 Elementary Science Olympiad coaches’ beliefs in the southeastern U.S. Survey items were based on the Coach Motivation Questionnaire (CMQ). Open-response questions following the survey items were coded in two ways; inductively and based on a priori motivational codes. Participant coaches were most likely to be teachers (92%), female (85%), and White (85%). Survey findings indicate that coaches’ most significant motivating factors were intrinsic (M = 4.33/5); minor differences were based on gender, role, and length of time coaching. The qualitative responses supported the survey findings and gave more insight into teacher-coaches’ thinking. The coaching experience had many positive effects on the teachers, such as enhancing their science and pedagogical content knowledge in science and other subjects, strongly influencing their self-confidence, and increasing their use of hands-on science and STEM activities.

Learn&Fly: engaging students in STEM via aeronautics

Learn&Fly is an Erasmus+ project aimed to demystify and to crack STEM subjects to youngsters by showing their importance and application in aeronautics. Concepts in physics and maths are explained by engagement in the construction of an aircraft, aimed to compete in a flight contest. Students must envisage, design, draw and calculate the craft, simulate its flight, make necessary design adjustments, and build it. In its first year the project attracted 121 students, between 17-21 years old; 19.5% were girls. Students work on the glider was accompanied by lectures in physics, materials, and technologies. A questionnaire was used to quantify students’ perception on project usefulness. Results show that students considered the project to be effective in improving STEM skills and career awareness, and very effective in improving soft skills. This is expected to result from the stimulating, hands-on STEM learning environment that provided access to contents, tools, and activities not usually available to high school students from the partaking countries.

Introduction to the Issue

The articles in this issue explore different possibilities for the education of young adolescents. There is one research study, and there are two descriptions. Perry and colleagues wrote about information they collected as they planned to propose a new middle grades program. Teacher candidates’ perceptions about middle grades students and teachers are included. These perceptions informed recommendations for teacher education programs. Casler-Failing and colleagues reported on their collaboration with a local Boys and Girls Club to enhance STEM experiences for young adolescents. The authors selected several topics of instruction to engage young adolescents in hands-on STEM learning with culturally relevant teaching and learning and with strong literacy connections. Multiple examples of tasks, several resources, and recommendations for readers are included. Ruppert and Swaim provide historical context for middle level education. In explaining how the first edition of This We Believe came to be, Swaim noted several key figures and moments in the history of middle level education. We can see how these early leaders in the field came together to forge a vision for middle level education—to see possibilities for the education of young adolescents. Thank you as always to reviewers for their insights and feedback for authors. Special continued thanks to Jennifer Gerrald for her expertise with publishing each issue. Amanda Wall, Editor

Community Dialogues to Enhance Inclusion and Equity in Public Libraries

Over the past decade, public libraries have shifted from quiet repositories of knowledge to raucous centers of public engagement. Public libraries seek to fill the educational and social gaps left by other informal education organizations (such as museums and science centers) that target specific populations or require paid access for their resources. These gaps are filled by hiring social workers, providing accessible makerspaces, developing English language learner (ELL) programs, facilitating hands-on STEM activities, providing information about community resources and social services, providing summer meals, and much more. But what are the next steps to continue this high level of engagement? By utilizing a Community Dialogue Framework (Dialogues), libraries have engaged with new members of their communities to reach groups not currently benefiting from library services, provided equitable access to new resources, engaged with new partners, and - in the time of COVID - began to address the digital divide in their communities. An examination of forty public libraries’ engagement with and learning from Dialogues was conducted using a qualitative approach and reflexive thematic analysis. An account from a librarian who hosted multiple Dialogues is also presented as a first-person narrative describing their methods and successes using the tool. Benefits and practical considerations for conducting Dialogues are discussed in the results section, followed by limitations and recommendations for further research in this area.

STEM Education for Children with Sickle Cell Disease: Unique Educational Outreach Program Taught By Near-Peer Undergraduate Students

One fifth of school aged children in the US have a chronic medical illness and represent an underserved and educationally disadvantaged population. In particular, children with sickle cell disease (SCD) of all genotypes spend significant amounts of time in the medical settings and represent a potentially "captive audience" where hospitalization time can include educational activities. Accordingly, we saw an opportunity for Biomedical Engineering (BME) undergraduates at Georgia Institute of Technology, who are taught biology, medicine, engineering, and design to implement a new paradigm of K-12 Science, Technology, Engineering, and Mathematics (STEM) programming, where human physiology is used as a model framework. In collaboration with hospital school teachers at Children's Healthcare of Atlanta, we created a novel educational program where we (1) leverage the patient's own medical experience as motivation for learning, (2) develop hands-on interactive activities to teach STEM concepts that are adaptable for the patient's cognitive level, (3) provide undergraduate students with high quality meaningful patient interactions and clinical experiences, and (4) provide innovative educational programming for hospitals. The BME undergraduates enrolled in a human-centered design course focusing on iterative design, development and implementation of hands-on interactive STEM activities rooted in human physiology (Fig. 1A). Each activity contains state and national K-12 STEM standards. The BME undergraduates are well-suited to teach in the hospital environment, as they experience a strong STEM curriculum and are able to capture the true interdisciplinary nature of medical science in each activity. The undergraduates and patients are near-peer age, relationship-building occurs quickly, the patients admire them and enjoy their time together. During the 2018-19 school year we developed learning assessment questions for 2 of the most requested activities, assessing each SCD patient's mastery of the learning objectives. In the Blood Jar activity (Fig. 1B), the SCD patient builds a model of blood, learning the composition, function of each component, and importance of hydration. Sixty-five patients participated, 43% of grade K - 2, 61% of 3 - 5, 85% of 6th through High School scored Thoroughly Demonstrated. In the Bone activity (Fig. 1C), each SCD patient constructs a bone model to understand the function and structure of a bone. Twenty-nine patients participated, 28% of grade K - 2, 30% of 3 - 5, 88% of 6 - 8, and 75% of high school scored Thoroughly Demonstrated. Patient feedback (Fig. 1D) has been overwhelmingly positive, stating the activities are "fun" and "engaging" and requesting additional visits from the BME undergraduates. BME undergraduate expressed growth and learning of: disease pathophysiology, teaching and learning styles, and effective and succinct communication skills. In Georgia, Life Science is taught in 5th and 7th grade, our target demographic. Our results show at least 75% of patients in 6th grade and above demonstrated thorough understanding of the STEM topics taught, while K - 5 grade did not achieve that level of understanding. Lower scores for those patients are attributed to difficulties remembering new scientific vocabulary. Many of the BME undergraduates in our program are pre-med and use the experiences and meaningful interactions with patients in their medical school applications. As stated by a BME undergraduate after a patient interaction, "the white blood cells are like soldiers in the army! I like that! This analogy prompted the patient to think of his future. It reminded me the littlest things can make a big difference. This makes me even more excited to go into medicine." Our program represents an innovative approach to teaching STEM by: engaging SCD children, who are uniquely suited to learn important STEM concepts within the context of their own disease, provide learning to SCD patients during extended absences from school, allowing BME undergraduate students to design, develop, and teach STEM activities, provide meaningful clinical experience, and supplying quality educational programming for the hospital. This collaborative program can be straightforwardly implemented at other pediatric institutions with robust college volunteer programs and hospital school programs. Our activities can be exported and implemented at other institutions. Disclosures Lam: Sanguina, Inc: Current equity holder in private company.

CityLab at Boston University - Thirty Years of Innovation and Partnerships.

Boston University's (BU) CityLab program was created in 1991 as a partnership between faculty members of BU's School of Medicine and School of Education in response to the first call for proposals under the Science Education Partnership Awards initiative of the National Institutes of Health. CityLab's founders recognized the need for CityLab, a centrally-located facility for pre-college teachers and students to explore the burgeoning world of biotechnology. The mission has always been to share the excitement of science with students and teachers by engaging them in hands-on laboratory experiences, thereby fostering the development of a robust pool of scientists and physicians and a scientifically-literate populace. In order to reach more schools, particularly those that could not come to CityLab's facility in Boston, the CityLab team pioneered the mobile science laboratory concept with the launch of its MobileLab in 1998. Both CityLab and MobileLab have been replicated in the U.S. and abroad. CityLab has sustained itself because it has benefited from stable leadership, built and disseminated models for hands-on STEM education, embraced innovation by creating new programs to serve additional populations, and developed diverse funding streams. The CityLab program has been remarkable in its outreach, success, and longevity.

Using mastery learning theory to develop task-centered hands-on STEM learning of Arduino-based educational robotics: psychomotor performance and perception by a convergent parallel mixed method

ABSTRACT This study aims to explore psychomotor performance and perception on task-centered hands-on STEM learning of educational robotics. The study adopted a convergent parallel mixed method to gather both quantitative and qualitative data in the same period of time. Participants were 42 tenth-grade students (25 male students and 17 female students) from one class at some senior high school. They were divided into 21 teams with 2 members in each team. The results showed that one-sample t-tests in each dimension of psychomotor performance all reached a significant level. Programming showed highest psychomotor performance, and sailboat design and mechanical assembly followed sequentially. One-sample t-tests for each dimension on perception all reached the significant level. Teacher teaching reached the highest perception, and learning material, learning difficulty, administrative service, learning activity, and course schedule followed sequentially. This study confirms that task-centered hands-on STEM learning approach is effective to students’ educational robotics learning. Finally, the study proposes the implication and recommendation for robotics education.

Citizen-Science for the Future: Advisory Case Studies From Around the Globe

The democratization of ocean observation has the potential to add millions of observations every day. Though not a solution for all ocean monitoring needs, citizen scientists offer compelling examples showcasing their ability to augment and enhance traditional research and monitoring. Information they are providing is increasing the spatial and temporal frequency and duration of sampling; reducing time and labor costs for academic and government monitoring programs; providing hands-on STEM learning related to real-world issues; and increasing public awareness and support for the scientific process. Examples provided here demonstrate the wide range of people who are already dramatically reducing gaps in our global observing network while at the same time providing unique opportunities to meaningfully engage in ocean observing and the research and conservation it supports. While there are still challenges to overcome before widespread inclusion in projects requiring scientific rigor, the growing organization of international citizen science associations is helping to reduce barriers. The case studies described support the idea that citizen scientists should be part of an effective global strategy for a sustained, multidisciplinary and integrated observing system.

Engaging the Community through Science Nights: An Elementary School Case Study.

Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.

Taking a Look at the Heath Sciences and Technology Academy (HSTA): Student-Research Partnership Increases Survey Size, Hands-on STEM Learning, and Research-Community Connections.

This paper explores the dynamics of a research partnership between a practicing clinician/research and 34 West Virginia high school students participating in a precollege STEM intervention program. The collaboration provided a more diverse study sample to the clinician for examining attitudes about knee osteoarthritis in adults over 40. It provided students the opportunity to collect data from adults in their community within a highly structured research project and explore a range of research questions using the resulting cross-state data set. Data collection far surpassed the researcher's expectations of 100 surveys; student researchers collected 1,129 unique surveys over nine months from difficult to reach Appalachian communities. This project illustrates the intervention program's ability to support partner research efforts while opening the STEM pipeline to under-served youth by introducing aspects of community-based participatory research (CBPR) pathways to them in their formative years.