Youth Motivation and Interests in STEM

Shoot For The Moon! The Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM

This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as developing STEM professionals with middle school students.

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Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM

Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical thinking prior to engagement in problem solving. Therefore, it is vital to prepare and develop interest in middle school students to  participate in the future STEM workforce.

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Longitudinal analysis of cognitive constructs fostered by STEM activities for middle school students

The purpose of this study was to determine whether the changes found to occur pre- to post intervention in students' cognitive structures continued to persist two years later. Major findings were: 1) higher-order STEM-related constructs established during the treatment year tended to persist two years later, even as component dispositions varied, and 2) gender differences in level of persistence emerged in only one of the four higher-order constructs identified.

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Student Perceptions of Science, Technology, Engineering and Mathematics (STEM) Content and Careers

Findings included that the residential early admissions students had STEM dispositions more similar to STEM professionals and less similar to traditional high school students. Analyses of disaggregated data characteristics based on attributes such as gender are also presented.

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Looking for Learning in After-School Spaces

In this study we examined three after-school settings for 8 weeks focusing on storyboarding, chatting on a social network site, videotaped conversations with volunteer facilitators, presentations the youth made at the end of the program, and structured interviews with researchers to look for evidence of learning in afterschool spaces.

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Interest-driven STEM Learning among Youth through a Social Networking Site

Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11–15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools.

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Interest-Driven Learning Among Middle School Youth in an Out-of-School STEM Studio

The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation.

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Working underwater: Bay’s ROV team in action

It’s not every day that you drive underwater; in early May, seven Bay students did just that, operating a Remotely Operated Underwater Vehicle (ROV) at the M.A.T.E. Monterey Bay Regional ROV Contest in Aptos. Returning to the competition for the first time since 2009, Bay’s team competed in the most advanced division of the competition, the RANGER class.

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Cheldelin students plunge into underwater robotics

Cheldelin Middle School students hold a practice session with their underwater robots at Vineyard Mountain Swim Club on Friday, April 18, 2014. The students are preparing for a competition with a robot that performs a series of tasks related to shipwrecks.

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LBCC ROV Team Rises from the Depths

From spare parts, very little money and great innovation, the Remotely Operated Vehicle team created an underwater, unmanned, robotic operated vehicle. This year’s team will once again face off against large universities and private colleges at the 13th annual M.A.T.E. competition. Marine Advanced Technology Education (M.A.T.E.) first creates a declaration of need. The team then creates a bid, backed by support to show how they can complete the job in order to win the contract.

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