08Fall
JeannaWieselmann
June 2016
STEMPathwaysSmallGroupInterviewFindings
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TableofContents
Acknowledgements................................................................................................................3
PurposeandPartnership........................................................................................................4
Introduction...........................................................................................................................4
Method..................................................................................................................................5Design.............................................................................................................................................................................................5ParticipantSelection................................................................................................................................................................5ParticipantDemographics.....................................................................................................................................................5Analysis..........................................................................................................................................................................................7OverviewofFindings..............................................................................................................8
DetailedFindings....................................................................................................................9KnowledgeofSTEMandSTEMPathways.......................................................................................................................9Students’ExperienceofSTEMPathways.....................................................................................................................10FeelingLikeScientistsandEngineers............................................................................................................................11ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool13ConfidenceinSTEM...............................................................................................................................................................14BeliefsaboutSTEM................................................................................................................................................................16Discussion.............................................................................................................................18
Limitations............................................................................................................................20
Conclusion.............................................................................................................................21
AppendixA–InterviewProtocol...........................................................................................22
AppendixB–Program-SpecificDetails..................................................................................23
AppendixC–SelectedVisualAidPhotos...............................................................................25
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Acknowledgements
FundingfromDepartmentofDefenseSTARBASEandBostonScientificsupportedtheevaluationandtheprojectcoordinationthroughoutthethree-yearSTEMPathwaysproject.AdditionalfundingtosupporttheprojectwasprovidedbyPentairFoundationin2016.Partnerorganizationsprovidedsubstantialin-kindcontributionstotheproject,includingstafftimeandsubsidizedprogramfees.
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PurposeandPartnership
STEMPathwaysaimstoincreaseyouths’long-terminterest,learningandachievementinSTEMthroughadeliberateandinterconnectedsystemofSTEMlearningopportunities.STEMPathwaysisapartnershipbetweenfiveinformalSTEMorganizations—TheBakken,BellMuseumofNaturalHistory,MinnesotaZoo,STARBASEMinnesota,andTheWorks—MinneapolisPublicSchools(MPS),andtheMinnesotaDepartmentofEducation(MDE)thattestsamodelforcollaborationthatcouldbeexpandedandreplicatedacrossmoregradelevels,schools,organizationsandcommunities.
Introduction
STEMPathwaysconnectssixschoolsfromMinneapolisPublicSchools(MPS)withasetofscience,technology,engineering,andmath(STEM)experiencesprovidedbyTwinCitiesorganizations.TheseorganizationsincludeTheBakkenMuseum,theBellMuseumofNaturalHistory,theMinnesotaZoo,STARBASEMinnesota,andTheWorksMuseum.ByofferingacohesivesetofSTEMexperiencestofourth-andfifth-graders,STEMPathwaysaimstoincreasestudents’interestandachievementinSTEM.
PreviousquantitativeresearchofSTEMPathwaysfoundthatparticipatingstudentsexperiencedadecreaseinconfidenceintheirSTEMabilitiesoverthecourseoftheschoolyear.AlthoughtherewerepositivefindingsrelatedtoSTEMinterest,relevance,andawarenessofSTEMcareers,moreinformationwasneededtounderstandtheapparentdecreaseinstudentconfidenceinordertobetterfosterstudentconfidenceinSTEM.
Thepresentstudyexaminesfifth-gradeSTEMPathwaysparticipants’thoughtsmorecloselytolearnmoreabouttheirperceptionsofself,STEM,andtheSTEMPathwayspartnerprograms.Smallgroupinterviewsprovidedqualitativedatatobetterunderstandthelivedexperienceoffifth-gradersinSTEMPathways.
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Method
Thepurposeofthepresentstudywastoacquirein-depthqualitativeknowledgeaboutstudents’experienceofSTEMPathways.Givenpreviousfindings,therewasaneedtobetterunderstandstudents’experienceswithSTEMPathways,confidenceinSTEM,andperceivedconnectionsamongpartnerprogramsandbetweenSTEMPathwaysandschool.
DesignAsemi-structuredinterviewprotocolwasdevelopedincollaborationwithSTEMPathwaysrepresentatives(seeAppendixAforcompleteinterviewprotocol).Thesemi-structurednatureoftheinterviewprovidedconsistencybetweeninterviewswhilealsoallowingforprobingandfollow-upquestioningrelatedtoitemsofinterestbroughtupbystudents.
Atotalof11interviewswereconductedwithgroupsoffourstudents,foratotalof44studentsinterviewed.TwointerviewswereconductedateachoffiveSTEMPathwaysschools,andoneinterviewwasconductedattheremainingschool.Interviewslastedanaverageof22minutes,54seconds,withtheshortest14minutes,26secondsandthelongest29minutes,18seconds.InterviewswereaudiorecordedandtookplacefromMay12toMay26,2016.
Throughouteachinterview,alaminatedposterwiththeSTEMPathwayslogoandeachofthepartnerprogramlogoswasusedasavisualaid.Theresearcherrecordedstudentresponsesspecifictoeachpartnerprogramaboutwhatstudentsremembereddoingandcomponentsofeachexperiencethatmadethemfeellikescientistsorengineers.ConnectionsbetweenSTEMPathwayspartnerprogramswereshownwithalineconnectingtheprogramsandwrittendescriptionsoftheconnectionsdescribedbystudents.Followingeachinterview,aphotographoftheannotatedposterwastakenforfuturereference.
ParticipantSelectionConsentformsweredistributedtoallfifth-gradestudentsinthesixSTEMPathwaysschools.Returnedconsentformswerecollectedanddemographicinformationcompiledtohelpensurethestudentsselectedforinterviewswererepresentativeofthestudentpopulationasawhole.Basedonthedesirefordemographicdiversity,preferredintervieweeswereselectedinadvanceoftheinterviews;ifthosestudentswereabsentfromschool,back-upintervieweeswereincludedinstead.
Insituationswherefewconsentformswerereturned,selectionwasmorelimitedbasedonavailablestudents.Limitedstudentavailabilityresultedinonesmallgroupinterview,ratherthantwo,atoneofthesixSTEMPathwaysschools.
ParticipantDemographicsAtotalof44participantswereinterviewedaspartofthisstudy.Therewere26femalesand18males.NineAfricanAmerican,sixAsian,20Latino,andnineCaucasianstudentsparticipated.Eligibilityforfreeandreducedschoollunchisacommonmeasureof
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socioeconomicstatus,and29oftheparticipantswereeligible,with15noteligibleforfreeandreducedschoollunch.ElevenofthestudentswerecurrentlyclassifiedasEnglishLanguageLearners(ELL),while33werenotreceivingELLservices.Outofthe44participants,tworeceivedspecialeducationservicesand42didnot.Visualrepresentationsofthesedemographicsareshownbelow.
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AnalysisTheresearchertranscribedthesmallgroupinterviewswithin48hoursofwheneachinterviewtookplace.AninitialphaseofopencodingwascompletedusingNVivosoftware.Followinganexaminationofemergentthemes,asecondphaseofcodingwasconductedinNVivo.Basedonthecodesandcorrespondingstudentremarks,asetoftentativeassertionswasmade.Studentquotationsinsupportofeachtentativeassertionwerecompiledintoanevidencematrix,andassertionsthatlackedsufficientsupportwereeliminatedfromthefindings.
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OverviewofFindings
1. KnowledgeofSTEMandSTEMPathwaysa. StudentshaveaccurateknowledgeoftheSTEMacronym.b. StudentshavevariedunderstandingsofSTEMPathways.c. STEMPathwayshelpsstudentsmoreaccuratelyunderstandSTEM
components.2. Students’ExperienceofSTEMPathways
a. STEMPathwaysexperiencesaredifferentfromandbetterthanotherfieldtripsandclassroomvisits.
b. StudentshavevividandaccuratememoriesofSTEMPathwaysexperiences.c. StudentsstruggletomakeconnectionsbetweenSTEMPathwaysandmath.
3. FeelingLikeScientistsandEngineersa. Hands-onactivitiesareengagingandauthentic.b. Acquisitionofinformationalonedoesnotmakestudentsfeellikescientists
orengineers.c. Creativityandinnovationmakestudentsfeellikescientistsandengineers.d. Teamworkisanimportantaspectofscienceandengineering.
4. ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool
a. Studentsrecognizeprimarilysurface-levelconnectionsbetweenSTEMPathwayspartners.
b. StudentsconnectSTEMPathwaystosomeoftheirotherfieldtrips.c. StudentsseeSTEMPathwaysreflectedinspecifictopicsofstudyorskills
usedatschool.5. ConfidenceinSTEM
a. STEMPathwaysexperiencesmakestudentsfeelsmarterandmoreconfidentabouttheircontentknowledge.
b. StudentsrecognizetheystillhavealottolearnaboutSTEM.c. STEMchallengescreatemixedfeelingsrelatedtostudentconfidencein
STEM.6. BeliefsaboutSTEM
a. STEMisrelevantandimportantforthepresentandfuture.b. STEMPathwayscontributestomorepositivefeelingsaboutSTEM.c. StudentsaremoreinterestedinSTEMcareersbecauseofSTEMPathways.
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DetailedFindings
KnowledgeofSTEMandSTEMPathwaysStudentshaveaccurateknowledgeoftheSTEMacronym.WhenaskedtodescribeSTEMPathways,thefirstresponseineverygroupofstudentsincludedastatementthatSTEMreferstoscience,technology,engineering,andmath.GiventhatanincreaseinSTEMawarenessisoneofthegoalsofSTEMPathways,thisfindingshowsthatstudentsareawareofSTEManditscomponentparts.
“Ididn’tevenknowwhatSTEMwasbeforewestarteddoingthese.”
StudentshavevariedunderstandingsofSTEMPathways.Insomecases,studentswereabletoreportthatSTEMPathwaysisrelatedtoscience,technology,engineering,andmathbutwerenotabletodescribewhytheword“pathways”wasincluded.
“IknowwhatSTEMmeans,it’sscience,technology,engineering,andmath,butIdon’tknowwhatpathwaysis.”
Incontrast,somestudentshadmorecompleteunderstandingsofSTEMPathways,includingreferencestotheirfuturesandtherecognitionthatSTEMPathwaysrelatestosomeoftheirfieldtrips.
“STEMPathwaysisaprogramforourschoolthathelpsusgoonfieldtripssowecanlearnmoreaboutscience,technology,engineering,andmathandhelpuswiththoseskillsinlifelateron.”
“STEMPathwaysisacompanythatworkswithschools,andtheyletthemgoonfieldtrips.Theyworkaboutscience,technology,engineering,andmath,andtheyhelpthemadvancewiththat.”
OnestudentmentionedthatSTEMPathwaysalsohelpsparentslearnmoreaboutSTEM;uponfurtherquestioning,shesharedthatherparentslearnedaboutSTEMwhenshewenthomeandtalkedaboutherexperiencesthroughSTEMPathways.
“STEMPathwaysisaneducationalprogramthatletskidsandparentstolearnmoreaboutscience,technology,engineering,andmath,anditcanhelpkidsfortheirfutureworkordreams.”
STEMPathwayshelpsstudentsmoreaccuratelyunderstandSTEMcomponents.PreviousresearchhassuggestedthatstudentsoftenhavesimplisticviewsofSTEM.Forexample,theymayviewtechnologyassynonymouswithcomputers.Whilethisisthecaseforsomestudents,othersfoundthatSTEMPathwayshelpedthemtorefinetheirunderstandingofSTEManditscomponentparts.
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“WhenIfirstheardofengineering,IthoughtitwasjustaboutfixingcarsbecausewhenIwaslittle,Ididn’tknowmuchaboutSTEM.”
“Ithoughtthattechnologywasthethingsthatpeopleusewithwires,butit’sallthethingsthatengineersbuild.”
Students’ExperienceofSTEMPathwaysSTEMPathwaysexperiencesaredifferentfromandbetterthanotherfieldtripsandclassroomvisits.StudentsoverwhelminglybelievedthatSTEMPathwaysexperienceswereunique,andtheynamedavarietyoffactorstojustifythisbelief.ThemostcommonreasonwasthatSTEMPathwaysexperiencesweremorefunthanotherfieldtripsorclassroomvisits.
“They’rewaybetter…becauseit’safunwayformetolearn.”
ManystudentsviewedtheamounttheylearnedthroughSTEMPathwaysasdifferentfromotherexperiences.TheyfeltSTEMPathwaysgavethemmoreopportunitiestolearnaboutawidervarietyoftopics.Theyalsoappreciatedtheiractiveinvolvementasparticipantsratherthanpassiveobservers.
“TheSTEMPathwaysfieldtripsaretheonesthatactuallyreally,reallyhelped.Theotheronesletuslearntoo,butwedidn’treallygettodomuch.”
Finally,studentspointedtotheuniquenatureofSTEMPathwaysactivitiesasanimportantfactorinwhySTEMPathwaysexperiencesaredifferentfromotherexperiences.Theyspecificallymentionedtouch-and-seerooms,3Dprinting,seeinganimalsupclose,andprogrammingasthingstheywouldn’totherwisehavetheopportunitytodo.TheseuniqueopportunitiesledtopositivefeelingsaboutSTEMandSTEMPathways.
“Ithelpsyouwithyoureducation,andplusyougettodothingsthatyoudon’tgettodoanywhereelse.”
“IlikeSTEMbecauseit’sspecial.Youdon’tgettodothateveryday.”
StudentshavevividandaccuratememoriesofSTEMPathwaysexperiences.StudentswereaskedtoreportwhattheyremembereddoingwitheachoftheSTEMPathwayspartnerprograms,andtheywereprobedtogiveresponsesspecifictoeachprogram.Theywereabletorecallnumerousexperiencesrelatedtoeachprogramandprovidevividdetailsdescribingtheirmemories.Becausetheresearcherpreviouslyobservedeachpartnerprogramaspartofpriorresearch,itwasclearthatstudents’recollectionswerealmostalwaysaccurate.Thiswasthecaseevenforexperiencesthatoccurredwhenthestudentswereinfourth-gradeandsuggeststhattheSTEMPathwaysexperiencesweresignificantandmeaningfultostudents.(SeeAppendixBforprogram-specificdetailsabouttheexperiencesstudentsrecalled.)
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StudentsstruggletomakeconnectionsbetweenSTEMPathwaysandmath.StudentswereaskedwhethertheirSTEMPathwaysexperiencesmadethemthinkorfeeldifferentlyaboutSTEM,andfollow-upquestionsprobedintotheirthoughtsandfeelingstowardscience,technology,engineering,andmathasindividualcomponentsofSTEM.WhilestudentswereabletoverbalizehowSTEMPathwaysrelatedtotheirthoughtsandfeelingsaboutscience,technology,andengineeringwithseemingease,theystruggledtomakeconnectionsbetweenSTEMPathwaysandmath.
“WeleftouttheMinSTEM!”
“Noneofthemreallyusedthemath,actually.”
Twostudentswereabletoreportveryspecificandbriefexamplesofusingmathwithpartnerprograms,buteventhosestudentsdidnotviewmathasequaltotheotheraspectsofSTEMinregardtotheirexperiencesofSTEMPathways.
“Wefocusedmoreonscience,technology,andengineeringthanonmath.”
ThemajorityofstudentsreportedthattheirfeelingsaboutmathwereunchangedbytheirexperiencesinSTEMPathways,largelybecausetheydidn’trecallhavingmath-relatedexperiences.Somestudentsreportedthattheyhadalwayshadpositivefeelingstowardmath,whileothersreportedthattheyhadnegativefeelingstowardmathbothbeforeandaftertheirSTEMPathwaysexperiences.
“Yeah,Ineverreallylikedmaththatmuch.”
“I’vealwayslovedmath,soIdon’tfeelanydifferentaboutit.Stillgood.”
AlthoughstudentsstruggledtorecallusingmathinSTEMPathwayspartnerprograms,mathskillswereamongthefewspecificexamplesstudentswereabletoidentifywhentheywereaskedhowtheirSTEMPathwaysexperienceshelpedtheminschool.Thisfindingisdiscussedinmoredetailinthe“ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool”sectionthatfollows.
FeelingLikeScientistsandEngineersHands-onactivitiesareengagingandauthentic.WhenaskedtodescribewhetherandhowtheirSTEMPathwaysexperiencesmadethemfeellikescientistsandengineers,studentsreportedthattheirhands-onexperiencesfeltauthenticandwereimportanttofeelinglikescientistsandengineers.
“Itmadeusfeellikerealscientistsbecauseyouactuallygettoexperiment,thinkaboutwhatyou’vedone,andtryagainlikearealscientistwoulddo.”
“Wegottoactuallydoit,experienceit,becausewethoughtotherpeoplejustdoitforus,butweactuallygottoexperienceit.”
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“Wemadeourowndesigns,anditfeltlikeyouweremakingyourownthingasascientistorengineer.”
Severalstudentscontrastedtheiractiveinvolvementtomorepassiveinstanceswhentheysimplyobservesomeoneelsedoinganactivityorexperiment.Theyfeltthatthepassiveexperiencesdidnotmakethemfeellikescientistsorengineersbecausetheywerenot“doing.”
“Whenyou’renotdoingthework,itgetsreallyboringforsomeonetodoitforyou.Youactuallywanttolearnsomething…sothentherearesometimeswhenyougettogetupanddoityourself.”
“Wegottodoexperimentsbyourselves,likeingroups,insteadoftheteacherdoingitinfrontofallofus.”
Acquisitionofinformationalonedoesnotmakestudentsfeellikescientistsorengineers.Althoughstudentsspokepositivelyaboutthenewinformationtheyacquired,iftheywerenotdoingsomethinghands-onwiththatinformation,theydidnotviewitasrelatedtoSTEM.Theybelievethatfactualknowledgeisimportantanduseful,butSTEMrequiresthemto“do”somethingwiththatknowledge.
“Well,wedidn’treallydoSTEMtherebecausewejustlearnedaboutsomethings.”
“No,itwasn’tSTEM.Itwasjustanormalfieldtripwherewelearned.”
Creativityandinnovationmakestudentsfeellikescientistsandengineers.StudentsrecognizedthatSTEMPathwayspartnerprogramsprovidedopportunitiestobecreativeandthinkofnewideas.TheyviewedthisasanauthenticpartofSTEMandfeltlikescientistsandengineersasaresult.
“Youcanbecreative,letyourheartoutusingallyourcreativitiestocomeupwithstuff,andithastodowithscience.”
“It’sjustfuntostartwithsomethingthatyoudon’treallyknowwhatyou’remaking,butlateronyoukindofbuildsomethingthatyou’reveryhappywith.”
Forsomestudents,theirexperienceswithSTEMPathwaysledthemtomakerealizationsaboutthemselves.Bybeingimmersedinnewenvironments,theydiscoverednewthingsabouttheirskillsandpotentialforfuturelearning.
“WhenIwenttothesefieldtrips,IneverknewthatIhadallthisstuffthatIcouldlearn,anditjustgavemeawhole‘notheraccesstomycreativity.”
Teamworkisanimportantaspectofscienceandengineering.StudentsregularlydiscussedworkinginteamsbecauseofSTEMPathways.TheymentionedteamworkasafactorthatmadethemfeellikescientistsandengineersbecausetheybelieveSTEMdoesnothappeninisolation.Studentshadoverwhelminglypositiveteamworkexperiencesandrememberedtheircollaborationfondly.
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“Weallworkedtogether.”
“Itfeelslikeyou’rewithyourteam,anditfeelslikeyou’rebeinghappyandgoingouttohavefun.”
ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchoolStudentsrecognizeprimarilysurface-levelconnectionsbetweenSTEMPathwayspartners.StudentswerequestionedaboutsimilaritiesandconnectionstheysawbetweenSTEMPathwayspartnerprograms.ThemostcommonresponsewasthateachexperienceinvolvedSTEM.
“IthinkSTEMconnectedwithallofthem.”
Studentsoftenbrokeapartscience,technology,engineering,andmathsotheycoulddiscusswhattheyperceivedtobethefocusofeachpartnerprogram.Therewaslittleconsistencywithinorbetweeninterviewgroupsaboutthefocusofthepartnerprograms.Forexample,somestudentsreportedthatTheWorksMuseumwasmostlyaboutscience,whileothersmentionedengineeringasthemostimportantaspectofthatexperience.
Thesecondmostcommonconnectioninvolvedcontentthatwassimilaracrossprograms.Whenitoccurred,thistypeofcontentconnectionrelatedtoveryspecificaspectsoftheprograms.Forexample,somestudentssharedthatmultipleSTEMPathwaysprogramsaddressedcontentrelatedtoelectricityandenergy.EverygroupofstudentsreportedaconnectionbetweentheBellMuseumandtheMinnesotaZoobecauseoftheirsimilarfocusonanimalsandtheenvironment.
“I’mtryingtothinkhard.TheBellMuseumiskindoflikeanenvironmentplace,soprobablyMinnesotaZooandBellMuseumbecausewe’retalkingaboutenvironmentandanimals.”
Evenwithrigorousprobingaboutsimilaritiesorconnections,studentsrarelynamedskillsorpracticesbeyondageneralrecognitionthattheywereusingordoingSTEM.Twostudentsspokeaboutbuilding,andonementionedproblemsolvingasasimilaritybetweenalloftheprograms.
“Wegottobuildsomethingatthoseplaces.”
“Ithinkallofthemarekindofthesame‘causeallofthemhavelikeaproblemthatweneedtosolve.”
Onlyonestudentrecognizedthattheuseofanengineeringdesignprocesswassomethingthatoccurredacrosspartnerprograms,andevenhequestionedwhetherthatrecollectionwasaccurate.
“Didn’twedoask,imagine,plan,create,improve?Atboth?”
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StudentsconnectSTEMPathwaystosomeoftheirotherfieldtrips.AlthoughalmostallstudentsreportedthatSTEMPathwaysexperiencesareuniquewhencomparedtootherfieldtrips,severalstudentsaskedwhethersomeoftheirotherexperienceswerealsopartofSTEMPathways.Ineveryinstance,theirpeerswithinthesmallgroupinterviewwereabletoclarifyandexplainthatthefieldtripswerenotpartofSTEMPathways,butitisinterestingtonotethatstudentsmaynotalwaysdistinguishbetweentheirSTEMexperiences.TheChildren’sMuseum,MinnesotaValleyNationalWildlifeRefuge,andAudubonMinnesotawereallmentionedasalsorelatedtotheSTEMPathwaysexperiences.
StudentsseeSTEMPathwaysreflectedinspecifictopicsofstudyorskillsusedatschool.WhenquestionedaboutwhetherandhowSTEMPathwaysexperienceshelpedthemwiththingstheydidinschool,studentsmostfrequentlynamedspecifictopicsofstudy.Forexample,theymentionedpollination,electricity,andanimalsastopicsthatwerefoundinSTEMPathwaysandatschool.Thesetopicswereoftentiedtospecificprojects,suchasconductingresearchorwritingpoems.
Interestingly,despitestudents’strugglestoconnectmathtotheirSTEMPathwaysexperiences,mathskillsweretheonlyskillsmentionedasbeingtransferrablebetweenSTEMPathwaysandschool.Studentsdiscussedmeasurement,area,mean,andvolumeasthingstheylearnedthroughSTEMPathwaysandatschool.SomestudentsexpressedthattheirSTEMPathwaysexperienceshelpedthemortheirpeersunderstandmathcontenttheyhadpreviouslyfoundtobequitechallenging.
“Wewerelearningaboutsurfaceareaandfindingtheareaofa3Dshape,andthatreallyhelpedhereatschool.”
AlthoughstudentspreviouslymentionedthattheyusedteamworkandcreativityinSTEMPathwayspartnerprograms,theydidnotmentiontheseskillsorpracticesasbeinghelpfultotheminschool.Theynamedveryspecificcontentandskillsasbeingusefulbutdidnotrecognizethetransferofmoregeneralskillsorpractices.
ConfidenceinSTEMSTEMPathwaysexperiencesmakestudentsfeelsmarterandmoreconfidentabouttheircontentknowledge.StudentsrecalledmanytopicsofstudyfromSTEMPathwayspartnerprogramsandaccuratelydescribedmanythingstheyhadlearned.Theirrecallofinformationsuggeststhatthelearningexperienceswereeffectivefortheminacquiringnewcontentinformation.Thistranslatedtoincreasedconfidenceinstudents’knowledgeofSTEM.
“Ifeelsmarterbecauseitkindofhelpedmeknowwhattodoandexplainmore.”
“Ifeelabitmoreconfidentinmyselfinscience.”
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Severalstudentsspokeaboutperformanceontestsandthegradestheyreceived,notingthattheyweredoingbetterinsciencefollowingtheirSTEMPathwaysexperiences.
“WehadtestsaboutsciencethatwerenotreallygoingOKuntilwegottoSTEMPathways,andtheystartedhelpingussowegotbettergrades.”
Althoughstudentsfrequentlyspokeofincreasedconfidenceintheirfactualknowledge,onlyonestudentoutofthe44interviewedmentionedthatshefeltmoreconfidentinherabilitytodoSTEM.
“IusedtothinkthatIcouldn’tengineeranything,butthenIdidSTEMPathwaysandlearnedthatIcanlookandfindouthowtocreatethings.”
StudentsrecognizetheystillhavealottolearnaboutSTEM.AlthoughtheyfeltsmarterafterSTEMPathwaysexperiences,studentsalsorecognizedthattherewasmuchmoreforthemtolearninthefuture.TheirnewexperiencesthroughSTEMPathwaysmadethemawareofhowmuchremainsforthemtolearn.
“IfeellikeIknowmore.IthinkIneedtolearnmore,butIalsothinkIhavealotofinformation.”
“Ithoughtsciencewasjustpotionsandstuff,butnowIknowthere’salotmoretolearn,notjustpotions.”
STEMchallengescreatemixedfeelingsrelatedtostudentconfidenceinSTEM.StudentsviewedthechallengesassociatedwiththeirSTEMPathwaysexperiencesasauniqueaspectofthepartnerprograms.
“ThepeoplethatwereattheplaceswewenttochallengeduswithdifferentthingsusingSTEM.”
“STEMPathwayshelpeduschallengeourminds,helpeduslearnmore.”
Whenstudentsweresuccessful,theyexperiencedfeelingsofprideandaccomplishment.Thiswasparticularlythecasewhentheyencounteredsomeinitialchallengesandhadtopersevere.
“Itwasreallydifficult,butwedidit.”
“Whenpeoplebuildappsandallofthatstuff,theyhavetothinkaboutit,likeyouhavetodothis,orno,thiswouldwork,no.It’sveryconfusing,butattheend,you’reproudofyourselfthatyouactuallydidit.”
StudentsperceivethechallengesofSTEMasauthentictothefields,butsuchchallengesalsocausefrustration.Somestudentsfounditdifficulttoremainmotivatedwhentheyfaceddifficultchallenges.
“STEMcanbesohard!”
“Itsometimesjustmakesmewanttoquit.Likewhydowehavetodothissometimes?”
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Inadditiontofeelingsoffrustration,somestudentsfeltconcernandanxietyaboutthepossibilityoffailingwhentheyfacechallengesinSTEM.Theyworriedabouthavingtheprerequisiteknowledgetobesuccessfulandhowtheirfailuresmighthaveimplicationsforothersortheworldaroundthem.
“ItmademekindofworriedbecausesometimesIdon’tknowhowtodothethings.”
“Wethinkwemightfailandsomethingbadwillhappenbecauseofourengineering.”
BeliefsaboutSTEMSTEMisrelevantandimportantforthepresentandfuture.StudentsoverwhelminglybelieveSTEMisrelevanttotheirlives,bothinthepresentandinthefuture.TheyrecognizeSTEMasbeingpresentintheworldaroundthemandseeitsvalueinhelpingthemunderstandandexplainthings.
“Everythinghere,likeeverysinglething,everythinginthiswholeworldisallmadeoutofscience.”
“Scienceexplainsthingswethoughtnotpossible.”
SomestudentsspokeabouthowSTEMPathwayschangedtheirbeliefsabouttherelevanceofSTEM.TheirexperiencesatthepartnerprogramshelpedthemrealizethatSTEMhasreal-worldapplicationsthataffecttheirdailylives.
“IthoughtthatSTEMwaslikenotthatusefulIguess,buteversinceIlearnedmore,IthinkthatSTEMisuseful.”
“IthinkSTEMisreallyimportantinlifebecauseyouuseiteveryday.
AnumberofstudentsdiscussedtheimportanceofSTEMinmakingtheworldabetterplace.Theyprovidedspecificexamplesrelatedtotheenvironment,futureexploration,andcommunication.
“Engineersthinkofnewsolutionstomaketheworldbetter.”
“STEMhelpsmaketheworldabetterplace.”
STEMPathwayscontributestomorepositivefeelingsaboutSTEM.StudentsrevealedmanypositiveassociationswithSTEMasaresultofSTEMPathways.TheyexplicitlyconnectedtheirpositivefeelingsaboutSTEMtotheirSTEMPathwaysexperiencesandexpressedinterestinhavingmoreSTEMexperiencesinthefuture.
“NowIhonestlythinkSTEMismyfavoritethinginschool.”
“STEMislessboringbecausewehadalotoffunattheplaces,andIwishwecouldgothereagain.”
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InadditiontonewfoundappreciationforSTEMingeneral,somestudentsfeltmorepositiveabouttheindividualareasofscience,technology,andengineering.Aspreviouslymentioned,studentopinionstowardmathremainedlargelyunchangedfollowingtheirSTEMPathwaysexperiences.
“Noonelikedtechnologybefore,butonceyougetinfifthgradeandyoudothesefieldtrips,youactuallystarttounderstandit.”
“Iusedtothinksciencewasnotfun.NowIreallylikesciencebecauseofSTEMPathways.”
“Ilikeengineeringnowbecauseyougettoinventandexperiment.”
StudentsaremoreinterestedinSTEMcareersbecauseofSTEMPathways.Studentsspokefondlyoftheirhands-on,authenticexperienceswiththeSTEMPathwayspartnerprograms.Theyfeltlikeengineersbecauseoftheseopportunities,andthisgeneratedenthusiasmforSTEMcareersasaresult.
“WheneverIwenttoanyofthesefieldtrips,Ialwayswantedtobeascientistorengineerperson.”
“IwannadoSTEMformyjob!”
“AtfirstIwaslike,‘No,Idon’twanttobeascientistinmycareer,’andnowI’mstartingtothinkaboutitbecauseafterallthethingswedid,it’sveryinterestingtoworkwithandlearnabout.”
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Discussion
StudentssharedmanypositivefeelingsabouttheirexperiencesthroughSTEMPathways,buttherewerealsosomeopportunitiesforgrowth.Thisdiscussionwilllookmorecloselyatfourgrowthareasandprovidesomesuggestionsforhowtoachievesuchgrowth.
First,studentsunderstandSTEMPathwaysatvaryinglevelsofcompletenessandaccuracy.Someonlyrecognizethatitrelatestoscience,technology,engineering,andmath,whileothersunderstandthatitprovidesasetoffieldtripswiththegoalofdevelopingskillsforfutureuse.MoreconsistentmessagingaboutSTEMPathwayscouldhelpcreatemoreconsistencyandaccuracyinstudents’understandingsofSTEMPathwaysanditspurpose.TheSTEMPathwayssteeringcommitteemaywanttoconsiderwhoisinitiallyintroducingSTEMPathwaystostudents(teachersatschool,programpersonnel,etc.),theinformationtobeconveyed,andhowtoreinforcethepertinentmessagesonanongoingbasisthroughoutstudents’STEMPathwaysexperiences.
Second,studentsdonotrecognizemathasbeinganintegralpartoftheirSTEMPathwaysexperiences.Althoughtheynamediscretemathskillsashelpingthemwiththeirschoolwork,theydonotseemtothinkthatmathisessentialtotheirsuccessintheirSTEMPathwaysexperiences.Partnerprogramsmaywanttoconsidertheircurriculaanddeterminewhetherthereareopportunitiestostrengthentheintegrationofmath.Studentsmayalsofailtorecognizetheconnectionsbetween“schoolmath”andmathapplicationsintherealworld;perhapsexplicitacknowledgmentofhowmathisausefulandnecessarycomponentoftheSTEMactivitiesstudentsarecompletingcouldhelpstudentsrecognizeitsimportance.Evenifthemathematicsathandistoocomplexforstudentsinfourthandfifthgrade,discussionhowmathisusedcouldincreaseawarenessofandappreciationforthereal-worldapplicationsofmath.
Third,studentsonlyrecognizesurface-levelconnectionsbetweentheSTEMPathwayspartnerprograms.TheymakebasiccontentconnectionsandpointtotheuseofSTEMastheprimaryconnections.However,theylargelyfailtorecognizehowtheskillsandwaysofthinkingmaybesimilarbetweenprograms.TheSTEMPathwayssteeringcommitteeandimplementationteamshouldreviewintendedconnectionstodetermineiftheyareappropriatelyexplicit,refineasnecessary,andstrategizewaystoimprovehowtheseconnectionsareconveyedtostudents.Forexample,ifitisimportantthatstudentsseeperseveranceaskeytosuccessateachprogram,howcaneachindividualprogramsharethatwithstudents?Ontheotherhand,ifcommonvocabularytakesprecedence,whatstrategiescanensurethatstudentsarerecognizingthetermsfromoneexperiencetothenext?ItseemsthatthetypicalstudentdoesnotthinkdeeplyabouthowSTEMPathwaysexperiencesaresimilarorconnectedtoeachother,somoreexplicitmessagingisneededifthisisapriority.Thesameistrueofstudents’connectionsbetweentheirSTEMPathwaysexperiencesandwhattheyaredoinginschool.TheyseeSTEMPathwaysreflectedinveryspecifictopicsofstudyorskillstheyuseatschool;ifthegoalistohavestudentsrecognizemorebroadskillsorwaysofthinking,itmaybeofvaluetoconsiderthismorecarefully.
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Finally,andperhapsmostimportantly,therearemixedfindingsaboutstudents’confidenceinSTEM.StudentsalmostunanimouslyacknowledgethattheirexperiencesthroughSTEMPathwaysmakethemfeelsmarterandhelpthemlearn.However,theyrecognizethattheystillhavealottolearn,andsomereportfeelingsoffrustrationandanxietyrelatedtothechallengestheyfaceinSTEM.Atfirstglance,thesefindingsmayappearcontradictory;however,itispossibletoreconcilethefindingstobetterunderstandpreviousresearchthatshowedstudentsexperienceadecreaseinSTEMconfidence.First,itisimportanttoacknowledgethatSTEMfieldsaretrulychallenging;thus,studentsseemtohaveamorerealisticviewofSTEMaftertheirexperiencesinSTEMPathways.ThetwoquotesbelowdemonstratehowSTEMPathwaysexperienceshelpedstudentsmovefromanaïvebeliefthatSTEMissimpletoformamoreaccuraterepresentationofcomplexnatureofSTEM.
“IthoughtSTEMwaseasy,butIlearnedthere’ssomereallyhardstuffthatengineershavetothinkabout.”
“Ithoughtengineersjustbuiltthingsandthenusedthem,butitactuallyturnsouttheyhadtodoabunchofengineering.Itwouldtakeliketwoorfourmonthstofinishit.”
Theprospectofworkingonasingleprojectfortwotofourmonthsmaybeunfathomabletofifth-graders.FollowingtheirSTEMexperiences,studentsrealizethatSTEMinvolvesfailureandmultipleiterations,whichisacommonrealityofworkinginSTEMfields.TheyhaveamorenuancedunderstandingofSTEM,whichincludessomeofitschallenges.ItisimportanttoprovidestudentswithaccurateinformationandpreparethemtoovercomechallengesiftheypursueSTEMinthefuture,sothekeyissueishowtosimultaneouslyhelpstudentsunderstandthatSTEMiscomplexandthatwithhardworkandperseverance,theycanbesuccessfulinSTEMfields.
OnepossiblewaytocontributetoincreasedconfidenceinSTEMinvolvesdistinguishingbetweencontentknowledgeandtheapplicationofthatknowledge.Studentseasilyrecalledanddiscussedindetailthefactualinformationtheylearned.TheyseemedtohaveveryhighconfidenceabouttheirSTEMcontentknowledge.Incontrast,onlyonestudentspokeoffeelingconfidentaboutherabilitytodoengineering.Althoughstudentsregularlyreferredtothehands-onactivities,itispossiblethattheydidnotrealizetheywereactuallyapplyingtheircontentknowledgetoapracticalsituation.Inordertotranslatestudents’increaseincontentknowledgetoincreasedconfidenceinSTEMoverall,theremaybeaneedformoreopportunitiestoapplysuchknowledgeandexplicitmessagingtomakestudentsawareofwhentheyaredoingso.
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Limitations
SelectionBiasGiventheneedforparentalconsentforstudentstoparticipateinthisresearch,thepoolofpossibleparticipantswaslimitedbasedonthenumberthatreturnedconsentforms.Insomeclassrooms,themajorityofstudentsreturnedsignedconsentforms,allowingforamorerandomselectionofparticipants.Inotherclassrooms,however,thelownumberofsignedconsentformseliminatedthatpossibility.Althougheveryeffortwasmadetointerviewaselectionofstudentsrepresentativeofthepopulationasawhole,itispossiblethatthestudentswhoreturnedconsentformsweredifferentfromtheotherstudentsinsomeway.
LanguageSmallgroupinterviewswereconductedalmostexclusivelyinEnglish,and25%ofstudentswhoparticipatedwereEnglishLanguageLearners.AlthoughtheresearchersharedwithSpanish-speakingstudentsthattheycouldspeakSpanishiftheypreferred,thisonlyhappenedonafewoccasions.WhilethestudentsseemedabletoexpresstheirthoughtsinEnglish,itispossiblethattheywouldhavebeenmorecomfortableifatranslatorwerepresent.
StudentAgeThecurrentstudyfocusedonstudentsinfifthgradeatthetimeoftheinterviews.AllbutfourstudentshadexperiencedSTEMPathwaysprogramsasbothfourth-andfifth-graders.Itispossiblethattheirthoughtsandperspectivesaredifferentfromthoseoffourth-graderswhohaveonlyparticipatedinoneyearofSTEMPathwaysprogramming.ItisimportanttonotethatthepreviousresearchfindingofadecreaseinSTEMconfidencewasespeciallymarkedamongfourth-graders,sofutureresearchshouldconsiderthefourth-gradeperspectiveaswell.Anygeneralizationsbeyondtheparticipantsinthecurrentstudymustbemadewithcaution.
PositionoftheResearcherTheresearcherisaformeremployeeofoneofthepartnerprograms.Studentswereexcludedfromtheparticipantpooliftheyhadworkeddirectlywiththeresearcherinthepast,butitispossiblethatsomestudentsrecognizedtheresearcher.Inanefforttopreventrecognitionandanyinfluenceonstudents’results,theresearcheridentifiedherselfinhercurrentpositionattheUniversityofMinnesotaandworeaUniversityofMinnesotanametagtohelpprovideavisualdistinctionfromthepartnerprogramsaswell.
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Conclusion
Fifth-gradeSTEMPathwaysparticipantshaveveryvivid,accurate,andpositiverecollectionsoftheirSTEMPathwaysexperiencesingeneral.StudentsspeakhighlyoftheirparticipationinthepartnerprogramsandofferpromisingfeedbackabouttheirinterestinSTEM,theperceivedrelevanceofSTEM,aspectsofSTEMthatfeltmostauthentic,andfutureaspirationsrelatedtoSTEM.However,therearealsopossibilitiesforprogramgrowthanddevelopmentaroundstudentunderstandingofSTEMPathways,integrationofmath,connectionsamongpartnerprogramsandbetweenpartnerprogramsandschool,andstudentconfidenceinSTEM.ThefindingsfromthisstudycanbeusedtoguideconversationaroundfutureprioritiesfortheSTEMPathwayspartnerprograms,bothindividuallyandincollaboration,tocontinueworkingtowardgreaterstudentinterest,achievement,andconfidenceinSTEM.
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AppendixA–InterviewProtocol
General
- WhatisSTEMPathways?
- IsSTEMPathwaysdifferentfromotherfieldtripsorclassroomvisitsthatyouhaveexperienced?Ifyes,ask:Inwhatway?
Programexperiences
Usevisualaidtorecordstudentideasastheyareshared.
- Thisyear,youparticipatedinprogramsattheBellMuseum,MinnesotaZoo,andSTARBASE.Whatdidyoudointhoseprograms?**Probeforresponsesabouteachprogram.
- YoualsoparticipatedinprogramsattheBakkenandtheWorkswhenyouwereinfourthgradelastyear.Doyourememberwhatyoudidinthoseprograms?Ifyes,askwhatdidyoudointhoseprograms?**Probeforresponsesabouteachprogram.
- Didanyofthethingsyoudidintheseprogramsmakeyoufeelmorelikeascientistoranengineer?Ifyes,ask:Whatdidyoudothatmadeyoufeelthisway?
- WeretherethingsyoudidorlearnedinSTEMPathwaysprogramsthathelpedyouwithwhatyouwerelearninginschool?Ifyes,ask:Whatthingswerethosethathelpedwithwhatyouwerelearninginschool?
- WerethereanysimilaritiesbetweenwhatyoudidorlearnedinoneSTEMPathwaysprogramandanotherone?Ifyes,ask:Whatsimilaritiesweretherebetweenwhichprograms?
- DoyouthinkofSTEManydifferentlynowbecauseofyourexperiencesinSTEMPathwaysprograms?Ifyes,ask:InwhatwaydoyouthinkofSTEMdifferently?
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AppendixB–Program-SpecificDetails
TheBakkenMuseum- Frankensteinvideo- Shocks(peopleholdhandsandshocktravelsthroughall)
o Severalshockmechanismsdescribed- Electricity- Mindballgame- BenjaminFranklin:kiteandlightning- MagnetonTV- Fishthatshockedandhealedman’sfoot- Livinginthepastwithoutelectricity- Friction
BellMuseum- Typesofbees- Pollinators–differenttypes- Animaldioramas- Tastinghoney- Seeingpersonworkwithbeehives- Foodsthatwouldnotbeavailableifbeeswentextinct- Dissectingaflower- Toolstoextracthoney- Touchandseeroom–snakes,starfish,animalskins- Game:peopleasdeerandwolves- Cockroaches- Animalbehaviors- Habitats- Seeingqueenbee
MinnesotaZoo- Sawmanytypesofanimals- Endangeredanimals- Birdexhibit- Habitats- Animalcharacteristics- Foodweb/chain- Birdshow- Touchingstingrays- Predatorsandprey- Animaldefenses- Biomes- Animaladaptations
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STARBASEMinnesota- Rockets- 3Dmodelingandprinting
o Rocketfinso Windturbines
- Programming/controllingrobots/rovers- Windturbines–designingandtesting- Marscolony- Airplanes- Crashtests- Creo- Vacuumpump- Findingvolumeofaplacetoaddlights- Movingrocksoutofanarea- SurvivalonMars- PokeMars- Findingarea- Makingprototypes- Prizesfordoinghomework/Clubhouse- Energyfromturbines–don’twantturbinestoexplode- Solarpanels- Generators- Stealthmode- Findingmean- ScienceCourtatlunch
TheWorksMuseum- Pizzaboxmazes- Harpwithsensors- Musicallivingroom- Lasermaze- Blocksforbuilding- Marbletrack- Rollercoaster- Carraces- Engineeringagame- Pulley- K’nex- Discoroom- Mirrorsthatmakeyoulookdifferent
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AppendixC–SelectedVisualAidPhotosNote:Photoshavebeencroppedtoremoveschoolnames.