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

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Journal of Science Education and Technology Volume 23, Number 5, ISSN 1059-0145

Abstract

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. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth's STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.

Citation

Evans, M.A., Lopez, M., Maddox, D., Drape, T. & Duke, R. (2014). Interest-Driven Learning among Middle School Youth in an Out-of-School STEM Studio. Journal of Science Education and Technology, 23(5), 624-640. Retrieved July 18, 2019 from .

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