T1-B: Technology-Supported Learning Environment and its Impact on Attitudes Towards STEM
Start Date
5-3-2018 10:00 AM
Description
Integration of technology in a learning environment has a positive impact on student engagement, motivation and attitude towards Science, Technology, Engineering, and Math (STEM). Middle school students from underrepresented groups in STEM participated in a oneweek long summer camp using an innovative technology supported intervention. They learned selected math and physics concepts using hands-on activities with flight simulation software. Additional components of the camp included learning about the physics of flight and the use of spreadsheets to analyze data collected from the flight simulator. The participants were also provided with talks on emerging STEM careers and they interacted with undergraduate student mentors. A within-subject repeated measures (pre-post) quasi-experimental design was used. Participants attitudes were measured with a 65-item survey that provided data on five dimensions of attitudes towards STEM. Similarities and differences between male and female participants on the survey items and the five dimensions were observed.
T1-B: Technology-Supported Learning Environment and its Impact on Attitudes Towards STEM
Integration of technology in a learning environment has a positive impact on student engagement, motivation and attitude towards Science, Technology, Engineering, and Math (STEM). Middle school students from underrepresented groups in STEM participated in a oneweek long summer camp using an innovative technology supported intervention. They learned selected math and physics concepts using hands-on activities with flight simulation software. Additional components of the camp included learning about the physics of flight and the use of spreadsheets to analyze data collected from the flight simulator. The participants were also provided with talks on emerging STEM careers and they interacted with undergraduate student mentors. A within-subject repeated measures (pre-post) quasi-experimental design was used. Participants attitudes were measured with a 65-item survey that provided data on five dimensions of attitudes towards STEM. Similarities and differences between male and female participants on the survey items and the five dimensions were observed.