Making STEM Fun: How to Organize a STEM Camp

Davis, Kimberly E. Bryant; Hardin, Stacey E.

doi:10.1177/004005991304500408

Cited by 24 publications

(17 citation statements)

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“…Although the research literature points to a lack of longitudinal studies following students who attend summer camps into college and subsequently their careers, current research findings indicate that STEM summer camps have been successful in motivating and increasing students' interest in STEM disciplines and careers (Bachman, Bischoff, Gallagher, Labroo, & Schaumloffel, ; Davis & Hardin, ; Hayden, Ouyang, Scinski, Olszewski, & Bielefedlt, ; Nugent, Barker, Grandgenett, & Adamchuk, ; Yilmaz, Ren, Custer, & Coleman, ). Ultimately, STEM camps allow students to experience and “become more deeply involved in STEM activities and concepts that might not be possible in more formal educational settings or short‐term workshops, where typical time constraints make extended involvement with a particular STEM application more difficult” (Nugent et al., , p. 404).…”

Section: Informal Learning Environmentsmentioning

confidence: 96%

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

156

132

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It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year, See Blue STEM Camp was created in order to expose middle-level students to a variety of STEM fields and STEM professionals through hands-on project-based learning experiences in order to increase their interest in STEM. This paper describes the structure and the activities of the camp. In this innovative project, we utilized an embedded mixed methods study design to investigate the extent middle level students' attitudes, perceptions, and interest in and toward STEM fields and careers changed after participating in an informal learning environment of a five-day day camp held on the campus of a major university in the mid-south. The results revealed an increase in their motivation and interest in STEM fields; in fact, there was 3% increase from pre to post in interest in STEM careers. The data also revealed that a majority of the participating middle school students found the STEM content sessions "fun" and engaging, specifically citing the hands-on experiences they received.

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Section: Informal Learning Environmentsmentioning

confidence: 96%

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

156

132

View full text Add to dashboard Cite

show abstract

“…However, traditional classroom applications may not always fully allow gain of skills targeted by completing STEM-focused engineering design activities due to physical conditions and curriculum structures in schools (Roberts, 2012;Bybee, 2010). As a result, a significant portion of STEM-focused activities appear to be completed in extracurricular environments (Davis and Hardin, 2013;Hesser and Schwartz, 2013;Bevan, Gutwill, Petrich, & Wilkinson, 2014).…”

Section: Engineering Designmentioning

confidence: 99%

Elementary School Students Designing Engineering-Based Rube Goldberg Machine Projects: A Case Study

Karahan¹,

Akçay²,

Tiftikçi³

2019

Turkish Online Journal of Qualitative Inquiry

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The literature highlights the importance of engineering design processes for bringing students in interdisciplinary knowledge and skills. Considering the potential of designing Rube Goldberg Machines in STEM education, this study aims to portray the experiences of fourth grade students designing Rube Goldberg machines in an after-school program for six weeks. A single case study design that approaches an analysis unit holistically was employed. The participants of the study are four fourth grade students (a design team with three female and one male students). The data collection tools were semi-structured interviews and participant observation. The analysis of the data were done via content analysis by creating categories and then themes. The themes that emerged based on the data analysis were design process, use of disciplinary knowledge, use of skills, difficulties faced, problem solving, teamwork cooperation and communication, the comparison between project design and classroom practices, learning, and the role of educator. The findings of the study illustrated the design process and the knowledge and skills they obtained from their own perspectives.

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“…The past decade has seen a rise in out-of-school-time (OST) programs for youth that are focused on STEM content and practices. These after-school and summer programs are often seen as a supplement to classroom instruction and a mechanism to support positive youth development, with the dual aims of promoting engagement and interest in STEM careers and building academic skills (Dabney et al, 2012;Davis & Hardin, 2013;Elam, Donham, & Solomon, 2012;Kataoka & Vandell, 2013;Mohr-Schroeder et al, 2014). Research has shown that STEM-focused summer programs are effective at increasing youths' motivation and interest in STEM fields, and also help youth to improve work habits, task persistence, and peer interactions once they return to school (Greene, Lee, Constance, & Hynes, 2013;Kataoka & Vandell, 2013;Mohr-Schroeder et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Experiences, activities, and personal characteristics as predictors of engagement in STEM‐focused summer programs

et al. 2020

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Out‐of‐school‐time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth characteristics moderate these relationships. Data were collected from 203 youth (ages 10–16) in nine summer programs using multiple methods including video, experience sampling, and surveys. Through the use of cross‐classified, multi‐level models, we found that youth reported higher engagement in program activities they perceived to be more challenging and relevant, and in activities, they perceived to have more affordances for learning or developing skills. Gender moderated these relationships such that the positive relationships observed among males were muted or nonexistent for girls. We further identify that program activities are differently associated with fostering challenge, relevance, and learning. Findings have implications for out‐of‐school STEM programming for youth.

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Making STEM Fun: How to Organize a STEM Camp

Cited by 24 publications

References 0 publications

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Elementary School Students Designing Engineering-Based Rube Goldberg Machine Projects: A Case Study

Experiences, activities, and personal characteristics as predictors of engagement in STEM‐focused summer programs

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