Academic literature on the topic 'Informal STEM interest'
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Journal articles on the topic "Informal STEM interest"
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Tretola, Betsy, Eloise Coupey, and Laurie Meamber. "Multidisciplinary impact – the arts join informal STEM programs." Arts and the Market 9, no. 1 (May 7, 2019): 81–94. http://dx.doi.org/10.1108/aam-01-2019-0003.
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Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.
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Dabney, Katherine P., Teri N. Johnson, Gerhard Sonnert, and Philip M. Sadler. "STEM CAREER INTEREST IN WOMEN AND INFORMAL SCIENCE." Journal of Women and Minorities in Science and Engineering 23, no. 3 (2017): 249–70. http://dx.doi.org/10.1615/jwomenminorscieneng.2017018018.
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Maiorca, Cathrine, Thomas Roberts, Christa Jackson, Sarah Bush, Ashley Delaney, Margaret J. Mohr-Schroeder, and Soledad Yao Soledad. "Informal Learning Environments and Impact on Interest in STEM Careers." International Journal of Science and Mathematics Education 19, no. 1 (January 4, 2020): 45–64. http://dx.doi.org/10.1007/s10763-019-10038-9.
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Wang, Ning, Aik-Ling Tan, Wu-Rong Xiao, Feng Zeng, Jiong Xiang, and Wei Duan. "THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 651–63. http://dx.doi.org/10.33225/jbse/21.20.651.
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Learning experiences can affect students' interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students' interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP. Keywords: interest in STEM careers, learning experiences, social cognitive career theory, STEM careers perceptions, STEM self-efficacy, structural equation model
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Morris, Bradley J., Shannon R. Zentall, Grace Murray, and Whitney Owens. "Enhancing Informal Stem Learning Through Family Engagement in Cooking." Proceedings of the Singapore National Academy of Science 15, no. 02 (July 7, 2021): 119–33. http://dx.doi.org/10.1142/s2591722621400111.
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Informal learning has the potential to play an important role in helping children develop a life-long interest in STEM (Science, Technology, Engineering, and Mathematics). The goal of this review is to synthesize the evidence regarding the features of effective informal learning, provide effective ways to support learning within these contexts, and illustrate that cooking is an optimal opportunity for informal STEM learning. We review evidence demonstrating that the most effective informal learning activities are authentic, social and collaborative experiences that tap into culturally-relevant practices and knowledge, although there are limitations to each. We propose that cooking provides a context for authentic, culturally-relevant learning opportunities and includes natural supports for learning and engagement. Specifically, cooking provides many opportunities to apply STEM content (e.g., measuring and chemical reactions) to an existing foundation of knowledge about food. Cooking is also a family-based learning opportunity that exists across cultures, allows for in-home mentoring, and requires no specialized materials (beyond those available in most homes). It may help overcome some limitations in informal STEM learning, namely scalability. Finally, cooking provides immediate, tangible (and edible) results, promoting interest and supporting long-term engagement.
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Dailey, Debbie, Alicia Cotabish, and Nykela Jackson. "Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature." Journal for the Education of the Gifted 41, no. 1 (December 12, 2017): 93–105. http://dx.doi.org/10.1177/0162353217745157.
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Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and continuous development with science and engineering concepts can affect retention and sustain interest in STEM fields. This article describes how both in-school and informal science opportunities can provide authentic and experiential opportunities to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. In addition, the authors recommend appropriate STEM-focused professional development for teachers to provide engaging experiences for their students.
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Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.
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Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.
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Bicer, Ali, Yujin Lee, and Celal Perihan. "Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation." Journal of Ethnic and Cultural Studies 7, no. 2 (July 11, 2020): 147. http://dx.doi.org/10.29333/ejecs/384.
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The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.
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Relkin, Emily, Madhu Govind, Jaclyn Tsiang, and Marina Bers. "How Parents Support Children’s Informal Learning Experiences with Robots." Journal of Research in STEM Education 6, no. 1 (June 30, 2020): 39–51. http://dx.doi.org/10.51355/jstem.2020.87.
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Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.
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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
Dissertations / Theses on the topic "Informal STEM interest"
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Yao, Soledad G. "THE INFLUENCE OF ACCESS TO INFORMAL STEM LEARNING EXPERIENCES ON MIDDLE SCHOOL STUDENTS’ SELF-EFFICACY AND INTEREST IN STEM." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/10.
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Informal learning experiences have become increasingly effective in enhancing self-efficacy and interest in the fields of science, technology, engineering, and mathematics (STEM).This study investigated the impact of access to informal STEM learning experiences on student self-efficacy and interest in STEM before and after participating in the 2018 See Blue See STEM Summer Experience. Pre-survey results indicated that middle school students who had previous access to informal STEM learning experiences are 3.21 times as likely to demonstrate high self-efficacy in STEM as those who had no previous access. After engaging in the 2018 summer experience, post-survey results showed a statistically significant increase in student self-efficacy in STEM and indicated that students who had previous access to informal STEM learning experiences are 4.13 times as likely to manifest interest in STEM as those who had no previous access. These results suggest that increasing exposure to informal STEM learning experiences enhances both self-efficacy and interest in STEM.
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"Designing For Interest: Heterogeneity as a Design Tool and a Catalyst in a Networked STEM Club." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53909.
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abstract: There has been growing interest among learning scientists in the design and study of out-of-school time (OST) learning environments to support equitable development of science, technology, engineering, and math (STEM) interests among youth from groups that are underrepresented in STEM fields. Most of these design studies assumed the youth came to the learning environments without well-developed STEM interests. I challenged this assumption by enacting a social design participatory study to engage youth (aged 11 to 14), from groups that are underrepresented in STEM fields, as partners in designing an OST networked club to support the youth in growing their own STEM interests. Based on longitudinal ethnographic data, I report a three-year iterative design of this networked club. I characterize the heterogeneity of STEM interests that emerged and grew across the networked club. Building on ecological theories of interest development, and leveraging the cultural assets of the nondominant community, I argue that heterogeneity of interests, resources, and practices served as a design tool and a catalyst for the development of STEM interest in the OST networked club.Dissertation/Thesis
Doctoral Dissertation Learning, Literacies and Technologies 2019
Books on the topic "Informal STEM interest"
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Frost, David M. Narrative Approaches within a Social Psychology of Social Justice: The Potential Utility of Narrative Evidence. Edited by Phillip L. Hammack. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.9.
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This chapter illustrates the utility of narrative approaches within the social psychological study of social justice. By providing an overview of narrative approaches within social psychology, the potential for narrative research to generate knowledge of interest to social justice researchers is highlighted. In efforts to further promote the utility of narrative approaches in social justice research, the concept of narrative evidence is introduced in order to encourage the translation of knowledge gained from social psychological research on social justice concerns into attempts to inform and provoke social change. An illustrative example is discussed drawn from the author’s own research. The work of translating narrative research findings into narrative evidence is an important next step within a social psychology of social justice that seeks to produce knowledge of social justice concerns and has the potential to inform and inspire social change efforts.
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Weaver, Michael F. Non-Pharmacological Therapies for Substance Use Disorders (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190265366.003.0020.
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In conjunction with chapters 16 and 17, which described non-pharmacological approaches to pain management, this chapter reviews the available non-pharmacological approaches to substance use disorders (SUD). Specific subtopics include 12-Step programs and facilitation, motivational enhancement therapy, cognitive behavioral therapy, individual and group psychotherapies, contingency management, community reinforcement, family therapy, relapse management, and the terminal consideration of all therapies, termination (what is the duration of treatment)? Each subtopic is addressed in abstract rather than in comprehensive format, to allow the primary care provider to identify her level of interest and present level of understanding, and to inform further reading. The chapter concludes with a text box providing additional resources.
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Bashford, Alison, and Philippa Levine, eds. The Oxford Handbook of the History of Eugenics. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195373141.001.0001.
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The Oxford Handbook of the History of Eugenics covers the nineteenth century to the post-World War II era and dispels for uninitiated readers the automatic and apparently exclusive link between eugenics and the Holocaust. It provides a world history of eugenics. Eugenic thought and practice swept the world from the late nineteenth to the mid-twentieth century in a remarkable transnational phenomenon. Eugenics informed social and scientific policy across the political spectrum, from liberal welfare measures in emerging social-democratic states to feminist ambitions for birth control, from public health campaigns to totalitarian dreams of the “perfectibility of man.” Eugenics has accumulated generations of interest as experts attempted to connect biology, human capacity, and policy. In the past and the present, eugenics speaks to questions of race, class, gender and sex, evolution, governance, nationalism, disability, and the social implications of science. In the current climate, in which the human genome project, stem cell research, and new reproductive technologies have proven so controversial, the history of eugenics has much to teach us about the relationship between scientific research, technology, and human ethical decision-making.
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Babar, Zahra, ed. Arab Migrant Communities in the GCC. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190608873.001.0001.
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This volume provides a series of empirically dense analyses of the historical and contemporary dynamics of Arab intra-regional migration to the monarchies of the Persian Gulf, and unravels the ways in which particular social and cultural practices of Arab migrants interact with the host states. Among other things, specific contributions allow us to consider the socioeconomic and political factors that have historically shaped the character of the Arab migratory experience, the sorts of work opportunities that Arab migrants have sought in the region, what their work conditions and lived experiences have been, and whether we are able to discern any patterns of sociocultural integration for Arab non-nationals. Together, the contributions in this volume help unpick assumptions about the Gulf’s exceptionalism insofar as the study of global migration is concerned. Broader dynamics that undergird the causes, processes, and consequences of migration elsewhere in the world are at work in the Gulf region. Vast economic disparities, chronic political instability, linguistic and cultural affinities, and a jealous guarding of finite economic and citizenship benefits inform push and pull factors and integration possibilities in the Gulf region as they do elsewhere in the world. Recent scholarship continues to enrich our understanding of the phenomenon of labor migration to the Gulf. This book takes that understanding one step further, shedding light on one specific, and up until now largely understudied, community of migrants in the region.
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Huang, Minyao, and Kasia M. Jaszczolt, eds. Expressing the Self. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786658.001.0001.
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This book addresses different linguistic and philosophical aspects of referring to the self in a wide range of languages from different language families, including Amharic, English, French, Japanese, Korean, Mandarin, Newari (Sino-Tibetan), Polish, Tariana (Arawak), and Thai. In the domain of speaking about oneself, languages use a myriad of expressions that cut across grammatical and semantic categories, as well as a wide variety of constructions. Languages of Southeast and East Asia famously employ a great number of terms for first-person reference to signal honorification. The number and mixed properties of these terms make them debatable candidates for pronounhood, with many grammar-driven classifications opting to classify them with nouns. Some languages make use of egophors or logophors, and many exhibit an interaction between expressing the self and expressing evidentiality qua the epistemic status of information held from the ego perspective. The volume’s focus on expressing the self, however, is not directly motivated by an interest in the grammar or lexicon, but instead stems from philosophical discussions of the special status of thoughts about oneself, known as de se thoughts. It is this interdisciplinary understanding of expressing the self that underlies this volume, comprising philosophy of mind at one end of the spectrum and cross-cultural pragmatics of self-expression at the other. This unprecedented juxtaposition results in a novel method of approaching de se and de se expressions, in which research methods from linguistics and philosophy inform each other. The importance of this interdisciplinary perspective on expressing the self cannot be overemphasized. Crucially, the volume also demonstrates that linguistic research on first-person reference makes a valuable contribution to research on the self tout court, by exploring the ways in which the self is expressed, and thereby adding to the insights gained through philosophy, psychology, and cognitive science.
Book chapters on the topic "Informal STEM interest"
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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.
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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Barthe, Gilles, Raphaëlle Crubillé, Ugo Dal Lago, and Francesco Gavazzo. "On the Versatility of Open Logical Relations." In Programming Languages and Systems, 56–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44914-8_3.
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AbstractLogical relations are one among the most powerful techniques in the theory of programming languages, and have been used extensively for proving properties of a variety of higher-order calculi. However, there are properties that cannot be immediately proved by means of logical relations, for instance program continuity and differentiability in higher-order languages extended with real-valued functions. Informally, the problem stems from the fact that these properties are naturally expressed on terms of non-ground type (or, equivalently, on open terms of base type), and there is no apparent good definition for a base case (i.e. for closed terms of ground types). To overcome this issue, we study a generalization of the concept of a logical relation, called open logical relation, and prove that it can be fruitfully applied in several contexts in which the property of interest is about expressions of first-order type. Our setting is a simply-typed $$\lambda $$ λ -calculus enriched with real numbers and real-valued first-order functions from a given set, such as the one of continuous or differentiable functions. We first prove a containment theorem stating that for any collection of real-valued first-order functions including projection functions and closed under function composition, any well-typed term of first-order type denotes a function belonging to that collection. Then, we show by way of open logical relations the correctness of the core of a recently published algorithm for forward automatic differentiation. Finally, we define a refinement-based type system for local continuity in an extension of our calculus with conditionals, and prove the soundness of the type system using open logical relations.
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Campbell, Laurie O., Joshua H. Truitt, Christine P. Herlihy, and Jarrad D. Plante. "A Thematic Analysis of Leadership Qualities of Women Leaders in Technology." In Encyclopedia of Strategic Leadership and Management, 1–15. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch001.
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There is known gender disparity and inequity of women leaders in technology and STEM fields. A rapid gender decline in these burgeoning fields has sparked a national renewed interest in purposefully attracting and mentoring more women to roles in technology leadership. The gender disparity is not only in attracting young women to consider a technology or STEM career but it is in women staying engaged once they choose a career in these areas. Efforts have been made to improve the sustainability of women in technology leadership roles. Books, articles, and manuscripts have been written, formal and informal meetings and corporate awareness programs have been conducted and mentorship programs abound to attract girls to consider technology as a career choice. Further, identifying women role models has been a strategy employed to promote gender awareness. Within the chapter, the qualitative content analysis study investigates four women roles models and identifies leadership characteristics of these known women leaders in technology. It answers the following questions: What are the leadership characteristics of known women role models in technology? What do these leaders value? How do their differences impact their leadership in the field? Finally, what have they identified as propelling them towards innovation and discovery?
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Erete, Sheena, Caitlin K. Martin, and Nichole Pinkard. "Digital Youth Divas." In Advances in Educational Marketing, Administration, and Leadership, 152–73. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch008.
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Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This chapter describes the framework of the Digital Youth Divas program, which blends narratives with project-based design challenges in an informal learning environment. Results suggest that our narrative-centered, blended learning program increases non-dominant girls' knowledge, confidence, and sense of fit in STEM activities.
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Rappaport, Jack M., Stephen B. Richter, and Dennis T. Kennedy. "A Strategic Perspective on Using Symbolic Transformation in STEM Education." In Applications of Neuroscience, 242–84. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5478-3.ch012.
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This paper describes and implements an innovative model for teaching Science, Technology, Engineering and Mathematics (STEM) that enhances the decision making process of students considering a major or a career in STEM fields. The model can also be used as a decision making tool for educators interested in stressing the importance of STEM for career enhancement and for society as a whole. The model creates analogies and metaphors for various STEM topics using the contents of popular music videos. Theories of neuroscience, the interdisciplinary study of the nervous system, are used to describe and validate our decision making model. Concepts such as, embodied cognition, mirror neurons and the connection between emotion and cognition, are used to explain how the brain processes the information and multi-modal stimuli generated by our model. The model was implemented using the topic of automated decision processes in robotics and automation with a group of university and high school students and teachers. The impact of the model was evaluated using the National Science Foundation (NSF) frameworks for evaluating informal science projects. The results indicate that the model using symbolic transformation to teach STEM can have a significant impact on students' attitude towards STEM and the decision making process about their careers.
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Hoffman, Catherine, Caren B. Cooper, Eric B. Kennedy, Mahmud Farooque, and Darlene Cavalier. "SciStarter 2.0." In Analyzing the Role of Citizen Science in Modern Research, 50–61. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0962-2.ch003.
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In this chapter, the authors focus on how SciStarter has developed a new digital infrastructure to support sustained engagement in citizen science, and research into the behaviors and motivations of participants. The new digital infrastructure of SciStarter includes integrated registration and contribution tracking tools to make it easier to participate in multiple projects, enhanced GIS information to promote locally relevant projects, an online personal dashboard to keep track of contributions, and the use of these tools (integrated registration, GIS, dashboard) by project owners and researchers to better understand and respond to the needs and interests of citizen-science participants. In this chapter, the authors explore how these new tools build pathways to participatory policymaking, expand access to informal STEM experiences, and lower barriers to citizen science. The chapter concludes with a design for a citizen-science future with increased access to tools, trackable participation, and integrated competencies.
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Sparrow, Elena B., and Janice C. Dawe. "Communication of Alaskan Boreal Science with Broader Communities." In Alaska's Changing Boreal Forest. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195154313.003.0027.
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An important responsibility of all researchers is to communicate effectively with the rest of the scientific community, students, and the general public. Communication is “a process by which information is exchanged between individuals through a common system of symbols, signs or behavior” (Merriam-Webster 1988). It is a two-way process that requires collaborations, best-information exchange practices, and effective formal and informal education. Communication of this knowledge and understanding about the boreal forest is important because it benefits scientists, policymakers, program managers, teachers, students, and other community members. Good data and a firm knowledge base are needed for improving understanding of the functioning of the boreal forest, implementing best-management practices regarding forests and other resources, making personal and communal decisions regarding livelihoods and quality of life, coping with changes in the environment, and preparing future cadres of science-informed decision makers. Communication among scientists is an essential step in the research process because it informs researchers about important ideas and observations elsewhere in the world and allows boreal researchers to contribute to general scientific understanding. For example, the Bonanza Creek LTER has developed its research program by incorporating many important concepts developed elsewhere, including ecosystem dynamics (Tansley 1935), succession (Clements 1916), state factors (Jenny 1941), predator interactions (Elton 1958), and landscape dynamics (Turner et al. 2001). Through active research and regular communication and collaboration with the international scientific community, these “imported” ideas have been adapted to the boreal forest and new ideas and insights have been developed or communicated to the scientific community, as described in detail throughout this book. New ideas have originated among boreal researchers, and their “export” has sparked research elsewhere in the world (Chapter 21). The pathways of communication are changing. Alaskan boreal researchers have participated actively in traditional modes of communication, including hundreds of peer-reviewed publications, several books, reports intended for managers, and participation in meetings and workshops. However, some of the greatest benefits of longterm research reside in the records of changes that occur. These long-term data are now available to the rest of the world through internet Web sites that house databases, publications, photographs, and other information (http://www.lter.uaf.edu).
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Marquis, Laurence, and Mark Daku. "Ethics in Research." In Research Methods in the Social Sciences: An A-Z of key concepts, 101–6. Oxford University Press, 2021. http://dx.doi.org/10.1093/hepl/9780198850298.003.0025.
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This chapter studies ethics in research. Ethics play an important role in scientific inquiry, beyond cases of plagiarism, fraud, and misconduct. Importantly, there is a difference between ethical research and ethical researchers. While principles of ethics in research stem mostly from the biomedical field, they have also been adapted to apply to the social sciences. These principles are generally addressed through three common principles: voluntary participation, informed consent, and confidentiality. Researchers themselves must be wary of a number of other factors that can influence their project and role, such as the supervision of students, or other situations where there is a relationship of authority. Similarly, researchers must be careful not to make misrepresentations to subjects about the project or the related risks, or fail to disclose any conflict of interest. Researchers must take steps to ensure their neutrality so that no preconceptions or personal bias can risk influencing the results or subjects. The chapter then looks at ethics review boards and the emergent ethical issues.
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Keeley, Saskia Bory. "Beyond Sides." In Intercultural and Interfaith Dialogues for Global Peacebuilding and Stability, 293–322. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7585-6.ch013.
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The author describes a program of photography workshops for Orthodox Jewish and Palestinian women in the West Bank she has conducted since 2016 in partnership with Roots, an initiative led by a Palestinian and Israeli settler committee. The workshops provide an environment where the women can interact with “the other” in an informal and safe setting, many for the very first time in their lives. They enable the participants to work together on joint projects in a setting where they can explore each other's life narratives as they learn a new skill, which engenders an awareness and understanding of similar life paths and shared humanity. The mutually illuminating activity promotes respect and is a step forward to a future of potential change. The program's participants describe its perspective-altering results and voice a hope for further engagement.
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Fuchs, Christian. "The Public Service Media and Public Service Internet Utopias Survey Report." In The Public Service Media and Public Service Internet Manifesto, 19–68. University of Westminster Press, 2021. http://dx.doi.org/10.16997/book60.c.
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This chapter presents the results of the Public Service Media and Public Service Internet Utopias Survey, an exploratory survey conducted by Christian Fuchs. The survey was the first step in the process that led to the Public Service Media and Public Service Internet Manifesto. The exploratory survey was focused on gathering ideas about the future of the Internet and public service media. The survey was qualitative in nature and focused on three themes: communication, digital media and the Internet in an ideal world; progressive reforms of public service media; public service media and the Internet in 2030. There were 141 responses. The survey results informed and structured the further work process that led to the Public Service Media and Public Service Internet Manifesto. The survey provides ample evidence for the importance of Public Service Media for the future of the democratic public sphere and shows that the Public Service Internet is the key issue for the future of Public Service Media. The survey inspired concrete utopian thinking among the respondents in order to generate new ideas about the future of the Internet. The exploratory survey was focused on gathering ideas about the future of the Internet and public service media. The survey was qualitative in nature and focused on three themes: communication, digital media and the Internet in an ideal world; progressive reforms of public service media; public service media and the Internet in 2030. There were 141 responses. The survey results informed and structured the further work process that led to the Public Service Media and Public Service Internet Manifesto. The survey provides ample evidence for the importance of Public Service Media for the future of the democratic public sphere and shows that the Public Service Internet is the key issue for the future of Public Service Media. The survey inspired concrete utopian thinking among the respondents in order to generate new ideas about the future of the Internet.
Conference papers on the topic "Informal STEM interest"
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Blair, Mark, and Stephen Frezza. "Assessing interest and confidence as components of student motivation in informal STEM learning." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273939.
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Husein, Nor Ain, Kiflee Jimpi, Siti Raudhah Ramya, Sakeshraj Narajah, Muhammad Naim Zulkifli, and Mohamad Faiz Bin Aziz. "Introducing and Increasing Interest Towards STEM Through Service Learning; Informal Learning and Soft-Skills Challenge." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.029.
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Abaid, Nicole, Vladislav Kopman, and Maurizio Porfiri. "A Miniature and Low-Cost Robotic Fish for Ethorobotics Research and Engineering Education: Part II—STEM Outreach." In ASME 2011 Dynamic Systems and Control Conference and Bath/ASME Symposium on Fluid Power and Motion Control. ASMEDC, 2011. http://dx.doi.org/10.1115/dscc2011-6006.
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Interactive robotics in formal and informal settings alike has been shown to effectively excite and educate learners at every level. In this second of two papers, we present the educational application of recently-developed biomimetic robotic fish for K-12 learning at the New York Aquarium focused on underwater robotics and marine science. We narrate the development, organization, and execution of an outreach program designed around these robotic fish to pique K-12 students’ interest in science, technology, engineering, and mathematics (STEM) and to attract them toward engineering careers. The activity offers an authentic engineering experience through bioinspired modification of the swimming robots informed by observation of the aquarium’s inhabitants. Student survey responses indicate the success of the activity in influencing the students’ perception of engineering. More specifically, the students showed an increased interest in STEM fields and found engineering to be a more accessible and exciting discipline after the activity.
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Hitt, Rebecca E. "Providing the Spark: Using Informal Education Experiences at the U.S. Space & Rocket Center and Space Camp to Generate Interest in STEM during Early Childhood." In 53rd AIAA/SAE/ASEE Joint Propulsion Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-4617.
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De Bellis, Mauro, Paul Phamduy, and Maurizio Porfiri. "A Natural User Interface to Drive a Robotic Fish." In ASME 2015 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/dscc2015-9749.
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Interactive control modes for robotic fish based informal science learning activities have been shown to increase user interest in STEM careers. This study explores the use of natural user interfaces to engage users in an interactive activity and excite them about the possibility of a robotics career. In this work, we propose a novel natural user interface platform for enhancing participant interaction by controlling a robotic fish in a set of tasks. Specifically, we develop and characterize a new platform, which utilizes a Microsoft Kinect and an ad-hoc communication protocol. Preliminary studies are conducted to assess the usability of the platform.
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Williams, Christopher B., Timothy W. Simpson, and Michael Hripko. "Advancing the Additive Manufacturing Workforce: Summary and Recommendations From a NSF Workshop." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47274.
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Accompanying the increasing advances and interest in Additive Manufacturing (AM) technologies is an increasing demand for a workforce that is knowledgeable about the technologies and how to employ them to solve engineering problems. As a step towards addressing this knowledge gap, a workshop was held at the National Science Foundation (NSF) to discuss the educational needs of, and opportunities for, developing an AM workforce. With the goal of developing novel educational partnerships to better prepare and enhance the AM workforce, the workshop participants — 66 representatives from academia, industry, and government — sought to answer questions such as “What should we teach to the AM workforce and why?”, “To whom and how should we teach AM?”, and “How should we partner for AM education and training?” Key educational themes that emerged include: (1) AM processes and process/material relationships, (2) engineering fundamentals with an emphasis on materials science and manufacturing, (3) professional skills for problem solving and critical thinking, (4) design practices and tools that leverage the design freedom enabled by AM, and (5) cross-functional teaming and ideation techniques to nurture creativity. The paper summarizes the speaker presentations and outcomes from the workshop, along with several new educational partnerships identified by small working groups. Based on the presentations and partnerships, we recommend the following to advance the AM workforce. First, ensure that all AM curricula provide students with an understanding of (i) AM and traditional manufacturing processes to enable them to effectively select the appropriate process for product realization; (ii) the relationships between AM processes and material properties; and (iii) “Design for AM”, including computational tools for AM design as well as frameworks for process selection, costing, and solution generation that take advantage of AM capabilities. Second, establish a national network for AM education that, by leveraging existing “distributed” educational models and NSF’s ATE Programs, provides open source resources as well as packaged activities, courses, and curricula for all educational levels (K-Gray). Third, promote K-12 educational programs in STEAM (STEM plus the arts) and across all formal and informal learning environments in order to leverage the unique capabilities of AM in engaging students in hands-on, tactile, and visual learning activities. Fourth, provide support for collaborative and community-oriented maker spaces that promote awareness of AM among the public and provide AM training programs for incumbent workers and students seeking alternative pathways to gain AM knowledge and experience. Recommendations for scaling and coordinating these activities across local, regional, and national levels are also discussed to create synergies among the proposed activities and existing efforts.
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Frece, Jan T. "The challenge of OwnData service features: A step towards an informed choice of an OwnData service." In 2017 Global Internet of Things Summit (GIoTS). IEEE, 2017. http://dx.doi.org/10.1109/giots.2017.8016283.
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Epiney, Aaron S., and Nicolas Woolstenhulme. "Representativity Analysis Applied to TREAT Water Loop LOCA Experiment Design." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16914.
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Abstract The Transient Reactor Test (TREAT) Facility at Idaho National Laboratory (INL) started testing new fuels and reactor technologies once again in 2018 and new experiments and tests are currently being designed like for example the water loop “TREAT Water Environment Recirculating Loop” (TWERL). During the design of such experiments, the designer must assess how close the experiment reproduces the physics (and other important phenomena) happening during a transient of interest compared to the full-size reactor the experiment attempts representing. Traditionally, to assess this “representativity” of the experiment, scaling theory involving expert judgment is needed. This paper presents a step towards a systematic modeling and simulation (M&S) informed methodology for experiment design. The new methodology compares a model of the full system and a model of the mock-up facility that are subject to the same perturbations. In this way, the “overlap” of the perturbed experiment and full-size facility model outputs can be analyzed and the “representativity” of the experiment determined. The paper presents a RELAP5-3D analysis, where TWERL LOCA calculations are compared to prototypic PWR LOCA calculations with respect to representativity. To inform the design of the TWERL experiments, i.e. to find the most “representative” configuration for the TWERL loop, different design parameters for TWERL have been optimized in the study.
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Marion, John, Mike Kutin, Aaron McClung, Jason Mortzheim, and Robin Ames. "The STEP 10 MWe sCO2 Pilot Plant Demonstration." In ASME Turbo Expo 2019: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/gt2019-91917.
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Abstract A team led by Gas Technology Institute (GTI), Southwest Research Institute® (SwRI®) and General Electric Global Research (GE-GR), along with the University of Wisconsin and Natural Resources Canada (NRCan), is actively executing a project called “STEP” [Supercritical Transformational Electric Power project], to design, construct, commission, and operate an integrated and reconfigurable 10 MWe sCO2 [supercritical CO2] Pilot Plant Test Facility located at SwRI’s San Antonio, Texas campus. The $119 million project is funded $84 million by the US DOE’s National Energy Technology Laboratory (NETL Award Number DE-FE0028979) and $35 million cost share by the team, component suppliers and others interested in sCO2 technology. This project is a significant step toward sCO2 cycle based power generation commercialization and will inform the performance, operability, and scale-up to commercial facilities. Supercritical CO2 (sCO2) power cycles are Brayton cycles that utilize supercritical CO2 working fluid to convert heat into power. They offer the potential for higher system efficiencies than other energy conversion technologies such as steam Rankine or organic Rankine cycles, especially when operating at elevated temperatures. sCO2 power cycles are being considered for a wide range of applications including fossil-fired systems, waste heat recovery, concentrated solar power, and nuclear. The pilot plant design, procurement, fabrication, and construction are ongoing at the time of this publication. By the end of this 6-year project, the operability of the sCO2 power cycle will be demonstrated and documented starting with facility commissioning as a simple closed recuperated cycle configuration initially operating at a 500°C (932°F) turbine inlet temperature and progressing to a recompression closed Brayton cycle technology (RCBC) configuration operating at 715°C (1319 °F).
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Efendi, Riad, Marc Cabassa, and Bruno Cagnart. "Principles for Selection of the Quality, Health, Safety and Environmental Digital Solution." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/30950-ms.
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Abstract A digital solution for the Quality, Health, Safety and Environmental (QHSE) management system has lately become almost a must for any progressive company, especially the one that strives to take on, pass and maintain third-party certifications (such as ISO 9001, 14001 and 45001). However, its selection may be a complicated process balancing interests of field workers, executives, procurement, IT, safety/environmental/risk managers and training personnel. The process of selection of the QHSE digital solution starts with defining the scope of the project and its sponsors, stakeholders, resources and budget (most likely estimated, at initial stage). The next step is building of a list of requirements of a desired solution based on feedback from business. It will be followed by research of available solutions on the market and/or in-house capabilities to develop one. Three to five vendors with solutions best conforming to the defined requirements will be requested to do presentations of their capabilities, followed by proof-of-concept for 2-3 top candidates, leading to a selection of a winner. Despite the process described here being very straightforward, there may be pitfalls caused by complex interplay of interests of different disciplines and divisions within the company. The most important conclusions addressing these pitfalls are: It is unlikely that you will find one vendor, whose solution will become the best fit for all disciplines comprised by your management system (quality, occupational health, safety and environmental). An early decision needs to be made (most likely at the executive level) if you would go with a One Solution (Best-of-Suite) or different specialized software (Best-of-Breed) approaches. You need to get a very good idea of various QHSE-related software currently being used in your company at local or division levels. If the decision is made to switch to a new comprehensive digital solution on a global level, you will need to get a buy-in from local/division users before making this switch. Finally, you need to ensure that all stakeholders and interested parties are involved in (or at least informed of) the selection process and agree on its scope.