Short- and long-term impacts of an informal STEM program
Short- and long-term impacts of an informal STEM program
复制标题
非正式 STEM 计划的短期和长期影响
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
K. Robin
中科院分区：
文献类型：
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作者：
Michele W. McColgan;Robert J. Colesante;K. Robin
在中学阶段，对科学技术工程和数学（STEM）的兴趣下降，尤其是在黑人和拉丁裔学生和女性中。在服务水平低下的地区，只有一小部分学生毕业后准备上大学，而准备上本科STEM课程的学生就更少了。从2009-10学年开始，我们为附近服务不足地区的小学高年级和中学生实施了一个非正式的STEM项目。学生可以从STEM课程中进行选择，包括动手工程和计算机技术课程、编程课程以及通过动手活动和视频游戏教授的物理课程。我们发现，参与者在种族、贫困和居住地方面相似，但在参加项目期间和离开项目后的几年里，他们在纽约州各种标准化成就衡量指标上的表现都优于非参与者。例如，项目参与者在高中物理、化学和数学的评估中表现优于非参与者。他们在高级科学课程中也占了很大比例，并且在获得高级文凭方面也占了很大比例，这是为在大学攻读STEM专业做好准备的关键指标。
During the middle school years, interest in Science Technology Engineering and Math (STEM) falls off, especially among Black and Latinx students and women. In underserved districts, a small percentage of students graduate prepared for college and even less are prepared for undergraduate STEM coursework. Beginning in the 2009-10 academic year, we implemented an informal STEM program for upper elementary and middle school students from a nearby underserved district. Students chose from STEM offerings including hands-on engineering and computer technology courses, coding courses, and physics courses taught through hands-on activities and video games. We found that participants are similar in ethnicity, poverty, and residency, but outperform non-participants in a variety of New York State standardized measures of achievement while participating in the program and years after leaving. For example, program participants outperform non-participants in high school assessments in physics, chemistry, and math. They are also over-represented in advanced science classes, and in receiving diplomas with advanced designation a key indicator of preparedness to pursue a STEM major in college.