Science, Technology, Engineering and Mathematics (STEM) Education

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Science, Technology, Engineering and Mathematics (STEM) Education

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In the past, the United States has strongly emphasized STEM instruction and learning in formal settings. As a result, opportunities for rich informal STEM education reinforcement have been overlooked [2]. Research indicates that a large percentage of students’ STEM learning has the potential to happen in places outside the formal classroom such as homes, museums, camps, zoos, afterschool programs, camps, and everyday experiences. This has positive implications for students’ STEM learning because when students are engaged in informal STEM activities, they demonstrate higher reasoning abilities than students who do not participate [3]. Learning experiences in informal Science, Technology, Engineering, and Mathematics (STEM) educational settings, such as camps, provide significant benefits for secondary students such as awareness of STEM subjects and careers along with increasing enthusiasm, self-efficacy, and content knowledge. To expand the number of students majoring in STEM subjects and entering careers in STEM fields, a two-week summer STEM camp for secondary students (N=31) was held at a Research I University. Best school in kumbakonam This qualitative case study followed students through matriculation into a post secondary STEM major. Camp participants were interviewed to address the following research questions: 1) How did the camp fulfill its purpose and intended student outcomes? 2) Were the purpose and intended outcomes reflected in student perceptions? 3) Did the camp experience influence a student’s decision to attend the hosting university as well as choice of major? This camp fulfilled its purpose and encouraged students to attend the host university and major in a STEM field. The anticipated cognitive and social outcomes were reflected in the student’s experiences at camp. karthividhyalaya Informal learning environments, such as the one described in this study, can result in increased achievement, self-efficacy, and interest in STEM along with encouraging students to pursue STEM Carees as museums, zoos, science centers, and science camps. Though they are informal, these settings can support STEM learning opportunities because they have people with expertise, tools, and resources. These informal settings can provide opportunities for learning without the time constraints that are generally found in more formal settings. This lack of time constraints is beneficial for students because there are additional chances to enhance conceptual learning, provide time for reflection, assess the students’ understandings of the subject matter, and hold informal discussions. More time can be allotted to facilitate student understanding and transform STEM processes and concepts. There are also many opportunities within informal STEM settings to scaffold students’ STEM knowledge, attitudes, and college major and career options [1] . In the past, the United States has strongly emphasized STEM instruction and learning in formal settings. As a result, opportunities for rich informal STEM education reinforcement have been overlooked [2]. Research indicates that a large percentage of students’ STEM learning has the potential to happen in places outside the formal classroom such as homes, museums, camps, zoos, after school programs, camps, and everyday experiences. This has positive implications for students’ STEM learning because when students are engaged in informal STEM activities, they demonstrate higher reasoning abilities than students who do not participate [3]

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