Understanding the conditions informing successful STEM clubs: What does the evidence base tell us?

Davis, Kate; Fitzgerald, Angela; Power, Margaret; Leach, Tania; Martin, Neil; Piper, Stephanie; Singh, Rena; Dunlop, Shelley

doi:10.1080/03057267.2021.1969168

Cited by 6 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly the existence of a STEM club in a school was associated with raised STEM study aspirations in school students across the board (even for students who did not themselves take part in it) with more people at schools with STEM clubs taking triple science choices at GCSE. Within those schools 60.1% of those attending STEM clubs progressed to triple science, compared to 46.5% who did not [Archer, 2020;Archer, Moote, Macleod et al, 2020;Davis et al, 2021]. This raises the possibility that science identity can be built at a collective level, for example, within schools, not simply at the level of the individual, but confirms that positive science identity is still a major factor in decisions about future study and careers.…”

Section: School Attainment and Socio-economic Factorsmentioning

confidence: 99%

Levelling the playing field: lessons from sport on re-framing science engagement as a benefit to the individual

Keith¹,

Kerr²

2022

JCOM

View full text Add to dashboard Cite

The workforces of the Science, Technology, Engineering & Mathematics (STEM) industries suffer from skills gaps and lack diversity. Science engagement activities often try to solve these problems through targeting audiences under-represented in the STEM workforces. There is limited data, however, to suggest that these engagement efforts are successful in translating into more diverse workforces. We draw upon Unicef’s ‘Sport for Development’ model and propose a new conceptual framework: ‘Science Engagement for Good’. This frames science engagement activities around the benefits to individuals, families and communities, rather than the benefits to STEM industries, the economy or society at large.

show abstract

Section: School Attainment and Socio-economic Factorsmentioning

confidence: 99%

Levelling the playing field: lessons from sport on re-framing science engagement as a benefit to the individual

Keith¹,

Kerr²

2022

JCOM

View full text Add to dashboard Cite

show abstract

“…The United Nations' 2030 Strategy for Sustainable Development envisions STEM education as the main driving force to uplift entire communities by bringing economic, health and cultural benefits, including gender equality and social mobility 4 . This puts a special emphasis on the quality and accessibility of STEM education, both within the school curriculum and as out-of-school experiences [6][7][8]. In Russia, 2021 was declared the year of science and technology and policies were introduced intended to help attract gifted and talented young people to STEM 5 .…”

Section: Introductionmentioning

confidence: 99%

Schoolchildren’s Perceptions of STEM Professions and Careers in Russia: Results of a Pilot Study

Колесникова

Kudenko

2022

IntegrEdu

View full text Add to dashboard Cite

Introduction. The world of work is undergoing a global shift fuelled by technological innovation, demographic changes and environmental problems. This heightens the demand for STEM (science, technology, engineering and math) competencies which are seen as a catalyst for social and economic development. The purpose of this study was to investigate learner views on STEM professions, the learners’ overall attitudes regarding STEM, as well as their aspirations and willingness to choose a career in STEM and identify factors which are crucial in forming young people’s interests in studying STEM and pursuing STEM careers. Materials and Methods. This pilot study was conducted in May 2019 across three schools in the Moscow region. The authors used a slightly modified version of the learner questionnaire used by the European study “ECB-inGenious” to investigate perceptions of STEM careers among Russian learners in grades 8–9 and 10–11. Results. Overall, it was determined that a combination of intrinsic (cognitive and attitudinal) and extrinsic (social, cultural and economic) factors were responsible for learner engagement in STEM. Learners showed a strong awareness of STEM’s significance to society and displayed positive perceptions of STEM careers, although jobs in industry appeared less popular than those in other areas of STEM. Some factors, such as a learner’s personal experiences of STEM in and out of the classroom can even play a decisive role in shaping aspirations towards STEM careers. Younger learners expressed more enthusiasm for STEM careers than their older counterparts. Learners enrolled in classes specialising in STEM and learners whose parent(s) worked in STEM-related professions showed stronger positive attitudes to STEM careers. Discussion and Conclusion. To make an informed decision, learners require practical information and advice regarding STEM careers; schools can play an important role in this process. This guidance must begin early, ideally from primary school when learners are more enthused and interested in learning about STEM careers. It is also advisable for learners to be given more opportunities to join extracurricular STEM activities; consequently, a learner’s understanding of STEM subjects is expanded outside the academic curriculum which can spark a longlasting interest in the subject. Additionally, STEM subjects’ curriculums require enriching with real-life examples and should be contextualised in terms of relevant careers. Finally, schools should be encouraged to organise regular engagements with STEM professionals.

show abstract

STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

Deehan,

Danaia,

Redshaw

et al. 2024

Aust. Educ. Res.

View full text Add to dashboard Cite

The paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education.

show abstract

Understanding the conditions informing successful STEM clubs: What does the evidence base tell us?

Cited by 6 publications

References 27 publications

Levelling the playing field: lessons from sport on re-framing science engagement as a benefit to the individual

Levelling the playing field: lessons from sport on re-framing science engagement as a benefit to the individual

Schoolchildren’s Perceptions of STEM Professions and Careers in Russia: Results of a Pilot Study

STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

Contact Info

Product

Resources

About