This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media.
The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result).
The American Educational Research Association (AERA) 2016 Annual Meeting will take place in Washington, DC, between April 8-12. The theme for this year's meeting is "Public Scholarship to Educate Diverse Democracies". As in previous years, STELAR facilitated the submission of symposium proposals from several ITEST projects.
We are pleased to announce the following two ITEST Symposium sessions during AERA 2016:
This paper explores how FUSE Studios are organized, describing key design elements, the ways these differ from a traditional classroom model, and the types of diverse learning arrangements that emerge. Data in this paper was primarily collected from five classrooms in the 2013-14 school year and the analysis was refined through discussions within the research team about ongoing data collection during the 2014-15 (one classroom) and 2015- 16 (seven classrooms) school years.
Traditional methods of STEM education position the child as a novice and create narrow opportunities for children to demonstrate and constructively utilize their developing skills, related interests and capabilities, perhaps even inadvertently suppressing them (Stevens, 2000; Bevan, Bell, Stevens, & Razfar, 2012; Barron, 2006).
Lifelong learning is a beautiful phrase, full of ambition while remaining conveniently vague. Everyone claims they’re a lifelong learner. But what does that mean, and what does it look like in practice?
Reed Stevens is Professor of Learning Sciences at Northwestern University. As an ethnographer of everyday experience, he studies the organization of learning, thinking and joint action in range of cultural settings that spans classrooms, workplaces, homes and museums. Stevens’ prior research has focused on STEM learning in and out school, designing by young people and by professionals, learning in families, and media practices among children, including video game play, television viewing and use of mobile devices.
This video documents a new approach to partnership between an informal STEAM learning environment (FUSE) and an industry partner (Christopher Duquet Fine Jewelry). FUSE is an interest-driven learning experience that engages pre-teens and teens in science, technology, engineering, arts/design and mathematics (STEAM) topics while fostering the development of important 21st century skills.
What is FUSE? This new video explains our program through the words of those that know it best- the students and teaches who interact with it every day. Learn more on the STELAR project profile page or the FUSE website.