Original title: Students’ perceptions of STEM learning after participating in a summer informal learning experience
Researchers explored how students experienced informal STEM learning during summer programs at three institutions in the USA. They gathered students’ reflections and interview accounts, then looked for themes in what students said. Students described how the activities connected school maths and science to real settings, gave them access to people and materials, and extended their STEM learning. The study reports students’ perceptions; it does not establish that the programs changed their grades or career choices.
Imagine learning a new recipe at home. Reading the steps can leave you unsure why each one matters, especially when you have never handled the ingredients. In this paper, the recipe steps stand for school lessons, while cooking in a real kitchen with tools and guidance stands for summer STEM activities that connect lessons to practical experience.
Middle school students may not otherwise get access to authentic STEM workplaces, equipment, or professionals. The study suggests that summer learning experiences can give classroom maths and science a clearer purpose while extending students’ engagement with STEM.
The abstract reports students’ perceptions from reflection forms and interviews at three institutions. It does not report evidence that the programs improved grades, caused lasting changes in STEM interest, or affected students’ later education or careers.
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Students’ perceptions of STEM learning after participating in a summer informal learning experience — Thomas Roberts, Christa D. Jackson, Margaret J. Mohr‐Schroeder et al. — International Journal of STEM Education — doi:10.1186/s40594-018-0133-4
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.