Urban High School Student Engagement Through CincySTEM iTEST Projects

Beckett, Gulbahar H.; Hemmings, Annette; Maltbie, Catherine; Wright, Kathy; Sherman, Melissa; Sersion, Brian

doi:10.1007/s10956-016-9640-6

Cited by 14 publications

(9 citation statements)

References 27 publications

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“…Teaching methodology Project-based learning is an appropriate STEM teaching method, which permits the integration and application of STEM discipline knowledge (Tseng et al, 2013;Marle et al, 2014;Lamb et al, 2015;Beckett et al, 2016;Lou et al, 2017). Inquiry-based learning contributes to the integration of STEM disciplines (Toma & Greca, 2018).…”

Section: Resourcesmentioning

confidence: 99%

“…Paying attention to the cognitive and emotional aspects and contents determine the success of STEM education (Lamb et al, 2015). Long-term interventions show better results than more reduced periods (Beckett et al, 2016).…”

Section: Success Indicatorsmentioning

confidence: 99%

“…These studies reveal series limitations in the description of the teaching intervention, to the extent that we have identified two situations: (a) contents studied in the intervention are not made clear (e.g., Blustein et al, 2013;Kim et al, 2015); and (b) the description of the procedures and other essential details for understanding the link between the different content studied and, therefore, between the STEM disciplines, is excessively superficial (e.g., Beckett et al, 2016;Caglar et al, 2015;Won et al, 2015). In this manner, these studies project a diffuse image of STEM education that could irredeemably generate more confusion in educational practice regarding this teaching approach.…”

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confidence: 99%

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What are we talking about when we talk about STEM education? A review of literature

et al. 2019

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The aim of this study is to examine how science, technology, engineering, and mathematics (STEM) education is implemented in the published literature. To accomplish this, the educational experiences published in indexed magazines in the main Web of Science collection during the 2013-2018 period were examined, with special attention paid to (a) The STEM concepts defined in the theoretical frameworks; (b) the STEM disciplines that intervene; (c) the possible benefits of STEM education; and (d) the key aspects for the success of the educational intervention. The results indicate that the theoretical frameworks used normally focus more on the variables that are the object of the study than on STEM education, and that there are multiple interpretations of what STEM education is, and these interpretations do usually involve the integrated appearance of the four disciplines that make up the acronym.

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Section: Resourcesmentioning

confidence: 99%

Section: Success Indicatorsmentioning

confidence: 99%

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confidence: 99%

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What are we talking about when we talk about STEM education? A review of literature

et al. 2019

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“…Overall, Duran et al reported improved attitudes towards technology, ICT/STEM career aspirations, and understanding of technology use in STEM related fields. Beckett et al (2016) described multiple project-based high school STEM projects where students would learn in depth about a scientific problem, solutions to the problem, and presenting results at the end of their projects with the tools/equipment they used to solve the problem. Student activity feedback indicated that underrepresented students' engagement was enhanced by the project activities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…To respond creatively to complex challenges and innovative changes in technology, companies and industries are desiring a more diverse and more highly educated ICT workforce (Bass, Dahl, & Panahandeh, 2016). Programs, curricula, and workshops geared towards enhancing historically underrepresented students' interest, motivation, engagement, and retention in ICT and STEM related fields have included what are commonly referred to as project-based, problem-based, inquiry-based, or design based afterschool/summer programs (see Duran et al, 2014;Bass, Dahl, & Panahandeh, 2016;Selcen Guzey et al, 2017;Beckett et al, 2016;Connors-Kellgren, Parker, Blustein, & Barnett, 2016;Vallett, Lamb, & Annetta, 2018), many with components or elements that help address and reduce potential psychosocial barriers to underrepresented students' engagement in STEM activities.…”

Section: Introductionmentioning

confidence: 99%

Underrepresented High Schoolers’ Interests, Engagement, and Experiences in an Information and Communications Technology Summer Workshop: A Three-Year Study

et al. 2021

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In this paper we describe our investigation of underrepresented high school students' interests, engagement, and experiences in design-based Information & Communications Technology (ICT) summer workshop activities; with the goal of identifying activities, aspects, and/or elements of the program that can be tailored or improved upon to attract, engage, educate, and retain high schoolers who have historically been underrepresented in ICT. Our primary research question is "which activities are most engaging for students typically underrepresented in ICT careers and programs," and we additionally report on underrepresented students' experiences and psychosocial changes across the summer workshops. A total of 139 high school students (of which 98 identified as being underrepresented female and/or racially minoritized students) participated in the ICT workshops hosted across three consecutive summers at a large, public, urban university in the Midwestern region of the United States. Employing a mixed methods design, our quantitative results and qualitative findings suggest that underrepresented students in our sample found the summer workshops' group projects and hands-on courses to be the most engaging activities. Implications of our results/findings are further discussed.

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Technology‐Integrated Project‐Based Language Learning

Beckett¹,

Slater²

2018

The Encyclopedia of Applied Linguistics

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This entry defines project‐based language learning (PBLL) as a student‐centered, comprehensive approach that focuses on the development of language, content, and skills in an integrated and meaningful way. It also focuses on research that utilizes technology in its implementation. It lists criteria involved in the approach, provides a review of the findings from research on technology‐mediated PBLL, and identifies gaps for further research.

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Urban High School Student Engagement Through CincySTEM iTEST Projects

Cited by 14 publications

References 27 publications

What are we talking about when we talk about STEM education? A review of literature

What are we talking about when we talk about STEM education? A review of literature

Underrepresented High Schoolers’ Interests, Engagement, and Experiences in an Information and Communications Technology Summer Workshop: A Three-Year Study

Technology‐Integrated Project‐Based Language Learning

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