In an effort to increase the number of American Indians in technical and leadership positions, local tribal communities are pursuing opportunities for their youth to connect with STEM education that is relevant to their community and honors the Tribe's values.
Funded by the U.S. National Science Foundation, the University of Nebraska-Lincoln has spent the last eight years developing and implementing a comprehensive educational robotics program for youth ages 9-14. The program is delivered in informal (out-of-school) learning environments through robotics camps, clubs, and competitions and has provided robotics experiences to over 5,000 youth and 400 educators.
The Student Attitude Toward STEM was developed to indicate students’ attitudes toward STEM, so that educational institutions that are implementing a STEM-based program can ascertain if their program is having the desired influence on their students. The instrument includes 24 items rated on a four-point likert scale measuring three constructs: interest, ability, and value The link below provides access to the instrument and information on its development. Authors provide instrument validity and/or reliability information.
The MUSIC model was developed by Jones (2009) to help instructors better understand how current motivation research and theories can be applied to instruction. The components in the MUSIC model are derived from research and theory as ones that are critical to student engagement in academic settings, including: empowerment, usefulness, success, interest, and caring. The links below provide access to documentation about the instrument. Authors provide instrument validity and/or reliability information.
The Children's Academic Intrinsic Motivation Inventory (CAIMI), published by Psychological Assessment Resources, measures intrinsic motivation for school learning. CAIMI items are based on theories of intrinsic motivation measuring enjoyment of learning; an orientation toward mastery; curiosity; persistence; and the learning of challenging, difficult, and novel tasks. It is a self-report instrument consisting of 44 items, to which children rate their agreement or disagreement. There are five subscales, four being subject-area specific (reading, math, social studies, and science) and one
Friday, September 9, 2011
Learning Science Panel: How People Learn – Implications for Motivation Research
- Ellen Winner, Boston College
- David Hammer, Tufts University
- Chandra Orrill, University of Massachusetts-Dartmouth
STELAR collaborated with ITEST projects on a number of conference symposium proposals during 2014 for the 2015 conference year. We are thrilled that these three proposals have been selected so far. Learn more about the two presentations we will be leading at AERA and the one planned for NARST. NARST 2015 in Chicago: "Designing Programs that Engage, Motivate, and Interest Youth to Pursue STEM Careers across the NSF Funded ITEST program" with ITEST
ITEST LRC Idea Brief Volume 5, March 2007 Increasingly, educators are leveraging games and computer simulations to create dynamic learning experiences. Among the numerous ITEST projects engaged in this work are Girl Game Company, in which girls design and program their own games, and Global Challenge, where teams of youth learn about systems and scientific concepts through games and simulations.
The purpose of the Cyberlearning and Future Learning Technologies program is to integrate opportunities offered by emerging technologies with advances in what is known about how people learn to advance three interconnected thrusts:
ITEST project Smart Clothing, Smart Girls is one of the features of this Cornell University, College of Human Ecology publication.