The autonomy of informal STEM and benefits of andragogy with gifted children

Calabrese, Julia E.; Capraro, Robert M.

doi:10.1108/jrit-08-2021-0060

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…Research studies have demonstrated a number of positive outcomes associated with providing choice or autonomy and letting students make decisions about the direction of their learning. These positive outcomes include increased intrinsic motivation (Calabrese and Capraro, 2021), interest in content (Nieswandt and Horowitz, 2015) and improved test performance (Vansteenkiste et al, 2004). Arguing for increased student autonomy in education, Kenny (1993) states that autonomy allows students to become knowledge producers rather than knowledge consumers, therefore supporting students in becoming productive and contributing citizens.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

How do we design curricula to foster innovation, motivation and interest in STEM learning?

Calabrese,

Songer,

Cordner

et al. 2023

JRIT

Self Cite

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PurposeThe authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.Design/methodology/approachThe research approach consisted of mixed methods, including content analyses and descriptive statistics.FindingsThe curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.Originality/valueA curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.

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Section: Conceptual Frameworkmentioning

confidence: 99%

How do we design curricula to foster innovation, motivation and interest in STEM learning?

Calabrese,

Songer,

Cordner

et al. 2023

JRIT

Self Cite

View full text Add to dashboard Cite

show abstract

A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables

Santhosh,

Farooqi,

Ammar

et al. 2023

J Sci Educ Technol

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In recent decades, informal project-based learning (PjBL) for science, technology, engineering, and mathematics (STEM) education has gained immense significance. Though some meta-analytical studies have reported the effectiveness of PjBL models, none of them has been explicit for informal PjBL models executed for school students in STEM education. Therefore, this meta-analytical study sought to investigate the effect of the informal PjBL model on students’ learning gains when compared to the traditional classroom setting. The study also intends to explore the effect of potential moderator variables that might impact the effectiveness of the model. For this, a systematic review aligning to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology has been employed, by incorporating 26 peer-reviewed empirical studies, encompassing data from 3202 students from eight countries. The meta-analytical results revealed overall moderate effectiveness (d = 0.248, p < 0.001), indicating that informal PjBL has moderately significant effects on students’ gains when compared to the traditional classroom setting. Correspondingly the moderator analysis revealed that the overall effectiveness of informal PjBL was influenced by the teaching model, assessment method, students’ group size, and course duration. However, the participants’ educational level and study location (country) did not emerge as being significant. This study contributes to the bulk of literature that can help academicians to design, develop and implement effective STEM-based informal PjBL models, with special consideration for influential variables (teaching method, assessment method, grade, location, course duration, group size, and subject area).

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The autonomy of informal STEM and benefits of andragogy with gifted children

Cited by 2 publications

References 29 publications

How do we design curricula to foster innovation, motivation and interest in STEM learning?

How do we design curricula to foster innovation, motivation and interest in STEM learning?

A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables

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