08Fall

JeannaWieselmann

June 2016

STEMPathwaysSmallGroupInterviewFindings

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TableofContents

Acknowledgements................................................................................................................3

PurposeandPartnership........................................................................................................4

Introduction...........................................................................................................................4

Method..................................................................................................................................5Design.............................................................................................................................................................................................5ParticipantSelection................................................................................................................................................................5ParticipantDemographics.....................................................................................................................................................5Analysis..........................................................................................................................................................................................7OverviewofFindings..............................................................................................................8

DetailedFindings....................................................................................................................9KnowledgeofSTEMandSTEMPathways.......................................................................................................................9Students’ExperienceofSTEMPathways.....................................................................................................................10FeelingLikeScientistsandEngineers............................................................................................................................11ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool13ConfidenceinSTEM...............................................................................................................................................................14BeliefsaboutSTEM................................................................................................................................................................16Discussion.............................................................................................................................18

Limitations............................................................................................................................20

Conclusion.............................................................................................................................21

AppendixA–InterviewProtocol...........................................................................................22

AppendixB–Program-SpecificDetails..................................................................................23

AppendixC–SelectedVisualAidPhotos...............................................................................25

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Acknowledgements

FundingfromDepartmentofDefenseSTARBASEandBostonScientificsupportedtheevaluationandtheprojectcoordinationthroughoutthethree-yearSTEMPathwaysproject.AdditionalfundingtosupporttheprojectwasprovidedbyPentairFoundationin2016.Partnerorganizationsprovidedsubstantialin-kindcontributionstotheproject,includingstafftimeandsubsidizedprogramfees.

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PurposeandPartnership

STEMPathwaysaimstoincreaseyouths’long-terminterest,learningandachievementinSTEMthroughadeliberateandinterconnectedsystemofSTEMlearningopportunities.STEMPathwaysisapartnershipbetweenfiveinformalSTEMorganizations—TheBakken,BellMuseumofNaturalHistory,MinnesotaZoo,STARBASEMinnesota,andTheWorks—MinneapolisPublicSchools(MPS),andtheMinnesotaDepartmentofEducation(MDE)thattestsamodelforcollaborationthatcouldbeexpandedandreplicatedacrossmoregradelevels,schools,organizationsandcommunities.

Introduction

STEMPathwaysconnectssixschoolsfromMinneapolisPublicSchools(MPS)withasetofscience,technology,engineering,andmath(STEM)experiencesprovidedbyTwinCitiesorganizations.TheseorganizationsincludeTheBakkenMuseum,theBellMuseumofNaturalHistory,theMinnesotaZoo,STARBASEMinnesota,andTheWorksMuseum.ByofferingacohesivesetofSTEMexperiencestofourth-andfifth-graders,STEMPathwaysaimstoincreasestudents’interestandachievementinSTEM.

PreviousquantitativeresearchofSTEMPathwaysfoundthatparticipatingstudentsexperiencedadecreaseinconfidenceintheirSTEMabilitiesoverthecourseoftheschoolyear.AlthoughtherewerepositivefindingsrelatedtoSTEMinterest,relevance,andawarenessofSTEMcareers,moreinformationwasneededtounderstandtheapparentdecreaseinstudentconfidenceinordertobetterfosterstudentconfidenceinSTEM.

Thepresentstudyexaminesfifth-gradeSTEMPathwaysparticipants’thoughtsmorecloselytolearnmoreabouttheirperceptionsofself,STEM,andtheSTEMPathwayspartnerprograms.Smallgroupinterviewsprovidedqualitativedatatobetterunderstandthelivedexperienceoffifth-gradersinSTEMPathways.

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Method

Thepurposeofthepresentstudywastoacquirein-depthqualitativeknowledgeaboutstudents’experienceofSTEMPathways.Givenpreviousfindings,therewasaneedtobetterunderstandstudents’experienceswithSTEMPathways,confidenceinSTEM,andperceivedconnectionsamongpartnerprogramsandbetweenSTEMPathwaysandschool.

DesignAsemi-structuredinterviewprotocolwasdevelopedincollaborationwithSTEMPathwaysrepresentatives(seeAppendixAforcompleteinterviewprotocol).Thesemi-structurednatureoftheinterviewprovidedconsistencybetweeninterviewswhilealsoallowingforprobingandfollow-upquestioningrelatedtoitemsofinterestbroughtupbystudents.

Atotalof11interviewswereconductedwithgroupsoffourstudents,foratotalof44studentsinterviewed.TwointerviewswereconductedateachoffiveSTEMPathwaysschools,andoneinterviewwasconductedattheremainingschool.Interviewslastedanaverageof22minutes,54seconds,withtheshortest14minutes,26secondsandthelongest29minutes,18seconds.InterviewswereaudiorecordedandtookplacefromMay12toMay26,2016.

Throughouteachinterview,alaminatedposterwiththeSTEMPathwayslogoandeachofthepartnerprogramlogoswasusedasavisualaid.Theresearcherrecordedstudentresponsesspecifictoeachpartnerprogramaboutwhatstudentsremembereddoingandcomponentsofeachexperiencethatmadethemfeellikescientistsorengineers.ConnectionsbetweenSTEMPathwayspartnerprogramswereshownwithalineconnectingtheprogramsandwrittendescriptionsoftheconnectionsdescribedbystudents.Followingeachinterview,aphotographoftheannotatedposterwastakenforfuturereference.

ParticipantSelectionConsentformsweredistributedtoallfifth-gradestudentsinthesixSTEMPathwaysschools.Returnedconsentformswerecollectedanddemographicinformationcompiledtohelpensurethestudentsselectedforinterviewswererepresentativeofthestudentpopulationasawhole.Basedonthedesirefordemographicdiversity,preferredintervieweeswereselectedinadvanceoftheinterviews;ifthosestudentswereabsentfromschool,back-upintervieweeswereincludedinstead.

Insituationswherefewconsentformswerereturned,selectionwasmorelimitedbasedonavailablestudents.Limitedstudentavailabilityresultedinonesmallgroupinterview,ratherthantwo,atoneofthesixSTEMPathwaysschools.

ParticipantDemographicsAtotalof44participantswereinterviewedaspartofthisstudy.Therewere26femalesand18males.NineAfricanAmerican,sixAsian,20Latino,andnineCaucasianstudentsparticipated.Eligibilityforfreeandreducedschoollunchisacommonmeasureof

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socioeconomicstatus,and29oftheparticipantswereeligible,with15noteligibleforfreeandreducedschoollunch.ElevenofthestudentswerecurrentlyclassifiedasEnglishLanguageLearners(ELL),while33werenotreceivingELLservices.Outofthe44participants,tworeceivedspecialeducationservicesand42didnot.Visualrepresentationsofthesedemographicsareshownbelow.

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AnalysisTheresearchertranscribedthesmallgroupinterviewswithin48hoursofwheneachinterviewtookplace.AninitialphaseofopencodingwascompletedusingNVivosoftware.Followinganexaminationofemergentthemes,asecondphaseofcodingwasconductedinNVivo.Basedonthecodesandcorrespondingstudentremarks,asetoftentativeassertionswasmade.Studentquotationsinsupportofeachtentativeassertionwerecompiledintoanevidencematrix,andassertionsthatlackedsufficientsupportwereeliminatedfromthefindings.

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OverviewofFindings

1. KnowledgeofSTEMandSTEMPathwaysa. StudentshaveaccurateknowledgeoftheSTEMacronym.b. StudentshavevariedunderstandingsofSTEMPathways.c. STEMPathwayshelpsstudentsmoreaccuratelyunderstandSTEM

components.2. Students’ExperienceofSTEMPathways

a. STEMPathwaysexperiencesaredifferentfromandbetterthanotherfieldtripsandclassroomvisits.

b. StudentshavevividandaccuratememoriesofSTEMPathwaysexperiences.c. StudentsstruggletomakeconnectionsbetweenSTEMPathwaysandmath.

3. FeelingLikeScientistsandEngineersa. Hands-onactivitiesareengagingandauthentic.b. Acquisitionofinformationalonedoesnotmakestudentsfeellikescientists

orengineers.c. Creativityandinnovationmakestudentsfeellikescientistsandengineers.d. Teamworkisanimportantaspectofscienceandengineering.

4. ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool

a. Studentsrecognizeprimarilysurface-levelconnectionsbetweenSTEMPathwayspartners.

b. StudentsconnectSTEMPathwaystosomeoftheirotherfieldtrips.c. StudentsseeSTEMPathwaysreflectedinspecifictopicsofstudyorskills

usedatschool.5. ConfidenceinSTEM

a. STEMPathwaysexperiencesmakestudentsfeelsmarterandmoreconfidentabouttheircontentknowledge.

b. StudentsrecognizetheystillhavealottolearnaboutSTEM.c. STEMchallengescreatemixedfeelingsrelatedtostudentconfidencein

STEM.6. BeliefsaboutSTEM

a. STEMisrelevantandimportantforthepresentandfuture.b. STEMPathwayscontributestomorepositivefeelingsaboutSTEM.c. StudentsaremoreinterestedinSTEMcareersbecauseofSTEMPathways.

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DetailedFindings

KnowledgeofSTEMandSTEMPathwaysStudentshaveaccurateknowledgeoftheSTEMacronym.WhenaskedtodescribeSTEMPathways,thefirstresponseineverygroupofstudentsincludedastatementthatSTEMreferstoscience,technology,engineering,andmath.GiventhatanincreaseinSTEMawarenessisoneofthegoalsofSTEMPathways,thisfindingshowsthatstudentsareawareofSTEManditscomponentparts.

“Ididn’tevenknowwhatSTEMwasbeforewestarteddoingthese.”

StudentshavevariedunderstandingsofSTEMPathways.Insomecases,studentswereabletoreportthatSTEMPathwaysisrelatedtoscience,technology,engineering,andmathbutwerenotabletodescribewhytheword“pathways”wasincluded.

“IknowwhatSTEMmeans,it’sscience,technology,engineering,andmath,butIdon’tknowwhatpathwaysis.”

Incontrast,somestudentshadmorecompleteunderstandingsofSTEMPathways,includingreferencestotheirfuturesandtherecognitionthatSTEMPathwaysrelatestosomeoftheirfieldtrips.

“STEMPathwaysisaprogramforourschoolthathelpsusgoonfieldtripssowecanlearnmoreaboutscience,technology,engineering,andmathandhelpuswiththoseskillsinlifelateron.”

“STEMPathwaysisacompanythatworkswithschools,andtheyletthemgoonfieldtrips.Theyworkaboutscience,technology,engineering,andmath,andtheyhelpthemadvancewiththat.”

OnestudentmentionedthatSTEMPathwaysalsohelpsparentslearnmoreaboutSTEM;uponfurtherquestioning,shesharedthatherparentslearnedaboutSTEMwhenshewenthomeandtalkedaboutherexperiencesthroughSTEMPathways.

“STEMPathwaysisaneducationalprogramthatletskidsandparentstolearnmoreaboutscience,technology,engineering,andmath,anditcanhelpkidsfortheirfutureworkordreams.”

STEMPathwayshelpsstudentsmoreaccuratelyunderstandSTEMcomponents.PreviousresearchhassuggestedthatstudentsoftenhavesimplisticviewsofSTEM.Forexample,theymayviewtechnologyassynonymouswithcomputers.Whilethisisthecaseforsomestudents,othersfoundthatSTEMPathwayshelpedthemtorefinetheirunderstandingofSTEManditscomponentparts.

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“WhenIfirstheardofengineering,IthoughtitwasjustaboutfixingcarsbecausewhenIwaslittle,Ididn’tknowmuchaboutSTEM.”

“Ithoughtthattechnologywasthethingsthatpeopleusewithwires,butit’sallthethingsthatengineersbuild.”

Students’ExperienceofSTEMPathwaysSTEMPathwaysexperiencesaredifferentfromandbetterthanotherfieldtripsandclassroomvisits.StudentsoverwhelminglybelievedthatSTEMPathwaysexperienceswereunique,andtheynamedavarietyoffactorstojustifythisbelief.ThemostcommonreasonwasthatSTEMPathwaysexperiencesweremorefunthanotherfieldtripsorclassroomvisits.

“They’rewaybetter…becauseit’safunwayformetolearn.”

ManystudentsviewedtheamounttheylearnedthroughSTEMPathwaysasdifferentfromotherexperiences.TheyfeltSTEMPathwaysgavethemmoreopportunitiestolearnaboutawidervarietyoftopics.Theyalsoappreciatedtheiractiveinvolvementasparticipantsratherthanpassiveobservers.

“TheSTEMPathwaysfieldtripsaretheonesthatactuallyreally,reallyhelped.Theotheronesletuslearntoo,butwedidn’treallygettodomuch.”

Finally,studentspointedtotheuniquenatureofSTEMPathwaysactivitiesasanimportantfactorinwhySTEMPathwaysexperiencesaredifferentfromotherexperiences.Theyspecificallymentionedtouch-and-seerooms,3Dprinting,seeinganimalsupclose,andprogrammingasthingstheywouldn’totherwisehavetheopportunitytodo.TheseuniqueopportunitiesledtopositivefeelingsaboutSTEMandSTEMPathways.

“Ithelpsyouwithyoureducation,andplusyougettodothingsthatyoudon’tgettodoanywhereelse.”

“IlikeSTEMbecauseit’sspecial.Youdon’tgettodothateveryday.”

StudentshavevividandaccuratememoriesofSTEMPathwaysexperiences.StudentswereaskedtoreportwhattheyremembereddoingwitheachoftheSTEMPathwayspartnerprograms,andtheywereprobedtogiveresponsesspecifictoeachprogram.Theywereabletorecallnumerousexperiencesrelatedtoeachprogramandprovidevividdetailsdescribingtheirmemories.Becausetheresearcherpreviouslyobservedeachpartnerprogramaspartofpriorresearch,itwasclearthatstudents’recollectionswerealmostalwaysaccurate.Thiswasthecaseevenforexperiencesthatoccurredwhenthestudentswereinfourth-gradeandsuggeststhattheSTEMPathwaysexperiencesweresignificantandmeaningfultostudents.(SeeAppendixBforprogram-specificdetailsabouttheexperiencesstudentsrecalled.)

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StudentsstruggletomakeconnectionsbetweenSTEMPathwaysandmath.StudentswereaskedwhethertheirSTEMPathwaysexperiencesmadethemthinkorfeeldifferentlyaboutSTEM,andfollow-upquestionsprobedintotheirthoughtsandfeelingstowardscience,technology,engineering,andmathasindividualcomponentsofSTEM.WhilestudentswereabletoverbalizehowSTEMPathwaysrelatedtotheirthoughtsandfeelingsaboutscience,technology,andengineeringwithseemingease,theystruggledtomakeconnectionsbetweenSTEMPathwaysandmath.

“WeleftouttheMinSTEM!”

“Noneofthemreallyusedthemath,actually.”

Twostudentswereabletoreportveryspecificandbriefexamplesofusingmathwithpartnerprograms,buteventhosestudentsdidnotviewmathasequaltotheotheraspectsofSTEMinregardtotheirexperiencesofSTEMPathways.

“Wefocusedmoreonscience,technology,andengineeringthanonmath.”

ThemajorityofstudentsreportedthattheirfeelingsaboutmathwereunchangedbytheirexperiencesinSTEMPathways,largelybecausetheydidn’trecallhavingmath-relatedexperiences.Somestudentsreportedthattheyhadalwayshadpositivefeelingstowardmath,whileothersreportedthattheyhadnegativefeelingstowardmathbothbeforeandaftertheirSTEMPathwaysexperiences.

“Yeah,Ineverreallylikedmaththatmuch.”

“I’vealwayslovedmath,soIdon’tfeelanydifferentaboutit.Stillgood.”

AlthoughstudentsstruggledtorecallusingmathinSTEMPathwayspartnerprograms,mathskillswereamongthefewspecificexamplesstudentswereabletoidentifywhentheywereaskedhowtheirSTEMPathwaysexperienceshelpedtheminschool.Thisfindingisdiscussedinmoredetailinthe“ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchool”sectionthatfollows.

FeelingLikeScientistsandEngineersHands-onactivitiesareengagingandauthentic.WhenaskedtodescribewhetherandhowtheirSTEMPathwaysexperiencesmadethemfeellikescientistsandengineers,studentsreportedthattheirhands-onexperiencesfeltauthenticandwereimportanttofeelinglikescientistsandengineers.

“Itmadeusfeellikerealscientistsbecauseyouactuallygettoexperiment,thinkaboutwhatyou’vedone,andtryagainlikearealscientistwoulddo.”

“Wegottoactuallydoit,experienceit,becausewethoughtotherpeoplejustdoitforus,butweactuallygottoexperienceit.”

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“Wemadeourowndesigns,anditfeltlikeyouweremakingyourownthingasascientistorengineer.”

Severalstudentscontrastedtheiractiveinvolvementtomorepassiveinstanceswhentheysimplyobservesomeoneelsedoinganactivityorexperiment.Theyfeltthatthepassiveexperiencesdidnotmakethemfeellikescientistsorengineersbecausetheywerenot“doing.”

“Whenyou’renotdoingthework,itgetsreallyboringforsomeonetodoitforyou.Youactuallywanttolearnsomething…sothentherearesometimeswhenyougettogetupanddoityourself.”

“Wegottodoexperimentsbyourselves,likeingroups,insteadoftheteacherdoingitinfrontofallofus.”

Acquisitionofinformationalonedoesnotmakestudentsfeellikescientistsorengineers.Althoughstudentsspokepositivelyaboutthenewinformationtheyacquired,iftheywerenotdoingsomethinghands-onwiththatinformation,theydidnotviewitasrelatedtoSTEM.Theybelievethatfactualknowledgeisimportantanduseful,butSTEMrequiresthemto“do”somethingwiththatknowledge.

“Well,wedidn’treallydoSTEMtherebecausewejustlearnedaboutsomethings.”

“No,itwasn’tSTEM.Itwasjustanormalfieldtripwherewelearned.”

Creativityandinnovationmakestudentsfeellikescientistsandengineers.StudentsrecognizedthatSTEMPathwayspartnerprogramsprovidedopportunitiestobecreativeandthinkofnewideas.TheyviewedthisasanauthenticpartofSTEMandfeltlikescientistsandengineersasaresult.

“Youcanbecreative,letyourheartoutusingallyourcreativitiestocomeupwithstuff,andithastodowithscience.”

“It’sjustfuntostartwithsomethingthatyoudon’treallyknowwhatyou’remaking,butlateronyoukindofbuildsomethingthatyou’reveryhappywith.”

Forsomestudents,theirexperienceswithSTEMPathwaysledthemtomakerealizationsaboutthemselves.Bybeingimmersedinnewenvironments,theydiscoverednewthingsabouttheirskillsandpotentialforfuturelearning.

“WhenIwenttothesefieldtrips,IneverknewthatIhadallthisstuffthatIcouldlearn,anditjustgavemeawhole‘notheraccesstomycreativity.”

Teamworkisanimportantaspectofscienceandengineering.StudentsregularlydiscussedworkinginteamsbecauseofSTEMPathways.TheymentionedteamworkasafactorthatmadethemfeellikescientistsandengineersbecausetheybelieveSTEMdoesnothappeninisolation.Studentshadoverwhelminglypositiveteamworkexperiencesandrememberedtheircollaborationfondly.

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“Weallworkedtogether.”

“Itfeelslikeyou’rewithyourteam,anditfeelslikeyou’rebeinghappyandgoingouttohavefun.”

ConnectionsAmongSTEMPathwaysPartnerProgramsandBetweenSTEMPathwaysandSchoolStudentsrecognizeprimarilysurface-levelconnectionsbetweenSTEMPathwayspartners.StudentswerequestionedaboutsimilaritiesandconnectionstheysawbetweenSTEMPathwayspartnerprograms.ThemostcommonresponsewasthateachexperienceinvolvedSTEM.

“IthinkSTEMconnectedwithallofthem.”

Studentsoftenbrokeapartscience,technology,engineering,andmathsotheycoulddiscusswhattheyperceivedtobethefocusofeachpartnerprogram.Therewaslittleconsistencywithinorbetweeninterviewgroupsaboutthefocusofthepartnerprograms.Forexample,somestudentsreportedthatTheWorksMuseumwasmostlyaboutscience,whileothersmentionedengineeringasthemostimportantaspectofthatexperience.

Thesecondmostcommonconnectioninvolvedcontentthatwassimilaracrossprograms.Whenitoccurred,thistypeofcontentconnectionrelatedtoveryspecificaspectsoftheprograms.Forexample,somestudentssharedthatmultipleSTEMPathwaysprogramsaddressedcontentrelatedtoelectricityandenergy.EverygroupofstudentsreportedaconnectionbetweentheBellMuseumandtheMinnesotaZoobecauseoftheirsimilarfocusonanimalsandtheenvironment.

“I’mtryingtothinkhard.TheBellMuseumiskindoflikeanenvironmentplace,soprobablyMinnesotaZooandBellMuseumbecausewe’retalkingaboutenvironmentandanimals.”

Evenwithrigorousprobingaboutsimilaritiesorconnections,studentsrarelynamedskillsorpracticesbeyondageneralrecognitionthattheywereusingordoingSTEM.Twostudentsspokeaboutbuilding,andonementionedproblemsolvingasasimilaritybetweenalloftheprograms.

“Wegottobuildsomethingatthoseplaces.”

“Ithinkallofthemarekindofthesame‘causeallofthemhavelikeaproblemthatweneedtosolve.”

Onlyonestudentrecognizedthattheuseofanengineeringdesignprocesswassomethingthatoccurredacrosspartnerprograms,andevenhequestionedwhetherthatrecollectionwasaccurate.

“Didn’twedoask,imagine,plan,create,improve?Atboth?”

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StudentsconnectSTEMPathwaystosomeoftheirotherfieldtrips.AlthoughalmostallstudentsreportedthatSTEMPathwaysexperiencesareuniquewhencomparedtootherfieldtrips,severalstudentsaskedwhethersomeoftheirotherexperienceswerealsopartofSTEMPathways.Ineveryinstance,theirpeerswithinthesmallgroupinterviewwereabletoclarifyandexplainthatthefieldtripswerenotpartofSTEMPathways,butitisinterestingtonotethatstudentsmaynotalwaysdistinguishbetweentheirSTEMexperiences.TheChildren’sMuseum,MinnesotaValleyNationalWildlifeRefuge,andAudubonMinnesotawereallmentionedasalsorelatedtotheSTEMPathwaysexperiences.

StudentsseeSTEMPathwaysreflectedinspecifictopicsofstudyorskillsusedatschool.WhenquestionedaboutwhetherandhowSTEMPathwaysexperienceshelpedthemwiththingstheydidinschool,studentsmostfrequentlynamedspecifictopicsofstudy.Forexample,theymentionedpollination,electricity,andanimalsastopicsthatwerefoundinSTEMPathwaysandatschool.Thesetopicswereoftentiedtospecificprojects,suchasconductingresearchorwritingpoems.

Interestingly,despitestudents’strugglestoconnectmathtotheirSTEMPathwaysexperiences,mathskillsweretheonlyskillsmentionedasbeingtransferrablebetweenSTEMPathwaysandschool.Studentsdiscussedmeasurement,area,mean,andvolumeasthingstheylearnedthroughSTEMPathwaysandatschool.SomestudentsexpressedthattheirSTEMPathwaysexperienceshelpedthemortheirpeersunderstandmathcontenttheyhadpreviouslyfoundtobequitechallenging.

“Wewerelearningaboutsurfaceareaandfindingtheareaofa3Dshape,andthatreallyhelpedhereatschool.”

AlthoughstudentspreviouslymentionedthattheyusedteamworkandcreativityinSTEMPathwayspartnerprograms,theydidnotmentiontheseskillsorpracticesasbeinghelpfultotheminschool.Theynamedveryspecificcontentandskillsasbeingusefulbutdidnotrecognizethetransferofmoregeneralskillsorpractices.

ConfidenceinSTEMSTEMPathwaysexperiencesmakestudentsfeelsmarterandmoreconfidentabouttheircontentknowledge.StudentsrecalledmanytopicsofstudyfromSTEMPathwayspartnerprogramsandaccuratelydescribedmanythingstheyhadlearned.Theirrecallofinformationsuggeststhatthelearningexperienceswereeffectivefortheminacquiringnewcontentinformation.Thistranslatedtoincreasedconfidenceinstudents’knowledgeofSTEM.

“Ifeelsmarterbecauseitkindofhelpedmeknowwhattodoandexplainmore.”

“Ifeelabitmoreconfidentinmyselfinscience.”

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Severalstudentsspokeaboutperformanceontestsandthegradestheyreceived,notingthattheyweredoingbetterinsciencefollowingtheirSTEMPathwaysexperiences.

“WehadtestsaboutsciencethatwerenotreallygoingOKuntilwegottoSTEMPathways,andtheystartedhelpingussowegotbettergrades.”

Althoughstudentsfrequentlyspokeofincreasedconfidenceintheirfactualknowledge,onlyonestudentoutofthe44interviewedmentionedthatshefeltmoreconfidentinherabilitytodoSTEM.

“IusedtothinkthatIcouldn’tengineeranything,butthenIdidSTEMPathwaysandlearnedthatIcanlookandfindouthowtocreatethings.”

StudentsrecognizetheystillhavealottolearnaboutSTEM.AlthoughtheyfeltsmarterafterSTEMPathwaysexperiences,studentsalsorecognizedthattherewasmuchmoreforthemtolearninthefuture.TheirnewexperiencesthroughSTEMPathwaysmadethemawareofhowmuchremainsforthemtolearn.

“IfeellikeIknowmore.IthinkIneedtolearnmore,butIalsothinkIhavealotofinformation.”

“Ithoughtsciencewasjustpotionsandstuff,butnowIknowthere’salotmoretolearn,notjustpotions.”

STEMchallengescreatemixedfeelingsrelatedtostudentconfidenceinSTEM.StudentsviewedthechallengesassociatedwiththeirSTEMPathwaysexperiencesasauniqueaspectofthepartnerprograms.

“ThepeoplethatwereattheplaceswewenttochallengeduswithdifferentthingsusingSTEM.”

“STEMPathwayshelpeduschallengeourminds,helpeduslearnmore.”

Whenstudentsweresuccessful,theyexperiencedfeelingsofprideandaccomplishment.Thiswasparticularlythecasewhentheyencounteredsomeinitialchallengesandhadtopersevere.

“Itwasreallydifficult,butwedidit.”

“Whenpeoplebuildappsandallofthatstuff,theyhavetothinkaboutit,likeyouhavetodothis,orno,thiswouldwork,no.It’sveryconfusing,butattheend,you’reproudofyourselfthatyouactuallydidit.”

StudentsperceivethechallengesofSTEMasauthentictothefields,butsuchchallengesalsocausefrustration.Somestudentsfounditdifficulttoremainmotivatedwhentheyfaceddifficultchallenges.

“STEMcanbesohard!”

“Itsometimesjustmakesmewanttoquit.Likewhydowehavetodothissometimes?”

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Inadditiontofeelingsoffrustration,somestudentsfeltconcernandanxietyaboutthepossibilityoffailingwhentheyfacechallengesinSTEM.Theyworriedabouthavingtheprerequisiteknowledgetobesuccessfulandhowtheirfailuresmighthaveimplicationsforothersortheworldaroundthem.

“ItmademekindofworriedbecausesometimesIdon’tknowhowtodothethings.”

“Wethinkwemightfailandsomethingbadwillhappenbecauseofourengineering.”

BeliefsaboutSTEMSTEMisrelevantandimportantforthepresentandfuture.StudentsoverwhelminglybelieveSTEMisrelevanttotheirlives,bothinthepresentandinthefuture.TheyrecognizeSTEMasbeingpresentintheworldaroundthemandseeitsvalueinhelpingthemunderstandandexplainthings.

“Everythinghere,likeeverysinglething,everythinginthiswholeworldisallmadeoutofscience.”

“Scienceexplainsthingswethoughtnotpossible.”

SomestudentsspokeabouthowSTEMPathwayschangedtheirbeliefsabouttherelevanceofSTEM.TheirexperiencesatthepartnerprogramshelpedthemrealizethatSTEMhasreal-worldapplicationsthataffecttheirdailylives.

“IthoughtthatSTEMwaslikenotthatusefulIguess,buteversinceIlearnedmore,IthinkthatSTEMisuseful.”

“IthinkSTEMisreallyimportantinlifebecauseyouuseiteveryday.

AnumberofstudentsdiscussedtheimportanceofSTEMinmakingtheworldabetterplace.Theyprovidedspecificexamplesrelatedtotheenvironment,futureexploration,andcommunication.

“Engineersthinkofnewsolutionstomaketheworldbetter.”

“STEMhelpsmaketheworldabetterplace.”

STEMPathwayscontributestomorepositivefeelingsaboutSTEM.StudentsrevealedmanypositiveassociationswithSTEMasaresultofSTEMPathways.TheyexplicitlyconnectedtheirpositivefeelingsaboutSTEMtotheirSTEMPathwaysexperiencesandexpressedinterestinhavingmoreSTEMexperiencesinthefuture.

“NowIhonestlythinkSTEMismyfavoritethinginschool.”

“STEMislessboringbecausewehadalotoffunattheplaces,andIwishwecouldgothereagain.”

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InadditiontonewfoundappreciationforSTEMingeneral,somestudentsfeltmorepositiveabouttheindividualareasofscience,technology,andengineering.Aspreviouslymentioned,studentopinionstowardmathremainedlargelyunchangedfollowingtheirSTEMPathwaysexperiences.

“Noonelikedtechnologybefore,butonceyougetinfifthgradeandyoudothesefieldtrips,youactuallystarttounderstandit.”

“Iusedtothinksciencewasnotfun.NowIreallylikesciencebecauseofSTEMPathways.”

“Ilikeengineeringnowbecauseyougettoinventandexperiment.”

StudentsaremoreinterestedinSTEMcareersbecauseofSTEMPathways.Studentsspokefondlyoftheirhands-on,authenticexperienceswiththeSTEMPathwayspartnerprograms.Theyfeltlikeengineersbecauseoftheseopportunities,andthisgeneratedenthusiasmforSTEMcareersasaresult.

“WheneverIwenttoanyofthesefieldtrips,Ialwayswantedtobeascientistorengineerperson.”

“IwannadoSTEMformyjob!”

“AtfirstIwaslike,‘No,Idon’twanttobeascientistinmycareer,’andnowI’mstartingtothinkaboutitbecauseafterallthethingswedid,it’sveryinterestingtoworkwithandlearnabout.”

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Discussion

StudentssharedmanypositivefeelingsabouttheirexperiencesthroughSTEMPathways,buttherewerealsosomeopportunitiesforgrowth.Thisdiscussionwilllookmorecloselyatfourgrowthareasandprovidesomesuggestionsforhowtoachievesuchgrowth.

First,studentsunderstandSTEMPathwaysatvaryinglevelsofcompletenessandaccuracy.Someonlyrecognizethatitrelatestoscience,technology,engineering,andmath,whileothersunderstandthatitprovidesasetoffieldtripswiththegoalofdevelopingskillsforfutureuse.MoreconsistentmessagingaboutSTEMPathwayscouldhelpcreatemoreconsistencyandaccuracyinstudents’understandingsofSTEMPathwaysanditspurpose.TheSTEMPathwayssteeringcommitteemaywanttoconsiderwhoisinitiallyintroducingSTEMPathwaystostudents(teachersatschool,programpersonnel,etc.),theinformationtobeconveyed,andhowtoreinforcethepertinentmessagesonanongoingbasisthroughoutstudents’STEMPathwaysexperiences.

Second,studentsdonotrecognizemathasbeinganintegralpartoftheirSTEMPathwaysexperiences.Althoughtheynamediscretemathskillsashelpingthemwiththeirschoolwork,theydonotseemtothinkthatmathisessentialtotheirsuccessintheirSTEMPathwaysexperiences.Partnerprogramsmaywanttoconsidertheircurriculaanddeterminewhetherthereareopportunitiestostrengthentheintegrationofmath.Studentsmayalsofailtorecognizetheconnectionsbetween“schoolmath”andmathapplicationsintherealworld;perhapsexplicitacknowledgmentofhowmathisausefulandnecessarycomponentoftheSTEMactivitiesstudentsarecompletingcouldhelpstudentsrecognizeitsimportance.Evenifthemathematicsathandistoocomplexforstudentsinfourthandfifthgrade,discussionhowmathisusedcouldincreaseawarenessofandappreciationforthereal-worldapplicationsofmath.

Third,studentsonlyrecognizesurface-levelconnectionsbetweentheSTEMPathwayspartnerprograms.TheymakebasiccontentconnectionsandpointtotheuseofSTEMastheprimaryconnections.However,theylargelyfailtorecognizehowtheskillsandwaysofthinkingmaybesimilarbetweenprograms.TheSTEMPathwayssteeringcommitteeandimplementationteamshouldreviewintendedconnectionstodetermineiftheyareappropriatelyexplicit,refineasnecessary,andstrategizewaystoimprovehowtheseconnectionsareconveyedtostudents.Forexample,ifitisimportantthatstudentsseeperseveranceaskeytosuccessateachprogram,howcaneachindividualprogramsharethatwithstudents?Ontheotherhand,ifcommonvocabularytakesprecedence,whatstrategiescanensurethatstudentsarerecognizingthetermsfromoneexperiencetothenext?ItseemsthatthetypicalstudentdoesnotthinkdeeplyabouthowSTEMPathwaysexperiencesaresimilarorconnectedtoeachother,somoreexplicitmessagingisneededifthisisapriority.Thesameistrueofstudents’connectionsbetweentheirSTEMPathwaysexperiencesandwhattheyaredoinginschool.TheyseeSTEMPathwaysreflectedinveryspecifictopicsofstudyorskillstheyuseatschool;ifthegoalistohavestudentsrecognizemorebroadskillsorwaysofthinking,itmaybeofvaluetoconsiderthismorecarefully.

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Finally,andperhapsmostimportantly,therearemixedfindingsaboutstudents’confidenceinSTEM.StudentsalmostunanimouslyacknowledgethattheirexperiencesthroughSTEMPathwaysmakethemfeelsmarterandhelpthemlearn.However,theyrecognizethattheystillhavealottolearn,andsomereportfeelingsoffrustrationandanxietyrelatedtothechallengestheyfaceinSTEM.Atfirstglance,thesefindingsmayappearcontradictory;however,itispossibletoreconcilethefindingstobetterunderstandpreviousresearchthatshowedstudentsexperienceadecreaseinSTEMconfidence.First,itisimportanttoacknowledgethatSTEMfieldsaretrulychallenging;thus,studentsseemtohaveamorerealisticviewofSTEMaftertheirexperiencesinSTEMPathways.ThetwoquotesbelowdemonstratehowSTEMPathwaysexperienceshelpedstudentsmovefromanaïvebeliefthatSTEMissimpletoformamoreaccuraterepresentationofcomplexnatureofSTEM.

“IthoughtSTEMwaseasy,butIlearnedthere’ssomereallyhardstuffthatengineershavetothinkabout.”

“Ithoughtengineersjustbuiltthingsandthenusedthem,butitactuallyturnsouttheyhadtodoabunchofengineering.Itwouldtakeliketwoorfourmonthstofinishit.”

Theprospectofworkingonasingleprojectfortwotofourmonthsmaybeunfathomabletofifth-graders.FollowingtheirSTEMexperiences,studentsrealizethatSTEMinvolvesfailureandmultipleiterations,whichisacommonrealityofworkinginSTEMfields.TheyhaveamorenuancedunderstandingofSTEM,whichincludessomeofitschallenges.ItisimportanttoprovidestudentswithaccurateinformationandpreparethemtoovercomechallengesiftheypursueSTEMinthefuture,sothekeyissueishowtosimultaneouslyhelpstudentsunderstandthatSTEMiscomplexandthatwithhardworkandperseverance,theycanbesuccessfulinSTEMfields.

OnepossiblewaytocontributetoincreasedconfidenceinSTEMinvolvesdistinguishingbetweencontentknowledgeandtheapplicationofthatknowledge.Studentseasilyrecalledanddiscussedindetailthefactualinformationtheylearned.TheyseemedtohaveveryhighconfidenceabouttheirSTEMcontentknowledge.Incontrast,onlyonestudentspokeoffeelingconfidentaboutherabilitytodoengineering.Althoughstudentsregularlyreferredtothehands-onactivities,itispossiblethattheydidnotrealizetheywereactuallyapplyingtheircontentknowledgetoapracticalsituation.Inordertotranslatestudents’increaseincontentknowledgetoincreasedconfidenceinSTEMoverall,theremaybeaneedformoreopportunitiestoapplysuchknowledgeandexplicitmessagingtomakestudentsawareofwhentheyaredoingso.

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Limitations

SelectionBiasGiventheneedforparentalconsentforstudentstoparticipateinthisresearch,thepoolofpossibleparticipantswaslimitedbasedonthenumberthatreturnedconsentforms.Insomeclassrooms,themajorityofstudentsreturnedsignedconsentforms,allowingforamorerandomselectionofparticipants.Inotherclassrooms,however,thelownumberofsignedconsentformseliminatedthatpossibility.Althougheveryeffortwasmadetointerviewaselectionofstudentsrepresentativeofthepopulationasawhole,itispossiblethatthestudentswhoreturnedconsentformsweredifferentfromtheotherstudentsinsomeway.

LanguageSmallgroupinterviewswereconductedalmostexclusivelyinEnglish,and25%ofstudentswhoparticipatedwereEnglishLanguageLearners.AlthoughtheresearchersharedwithSpanish-speakingstudentsthattheycouldspeakSpanishiftheypreferred,thisonlyhappenedonafewoccasions.WhilethestudentsseemedabletoexpresstheirthoughtsinEnglish,itispossiblethattheywouldhavebeenmorecomfortableifatranslatorwerepresent.

StudentAgeThecurrentstudyfocusedonstudentsinfifthgradeatthetimeoftheinterviews.AllbutfourstudentshadexperiencedSTEMPathwaysprogramsasbothfourth-andfifth-graders.Itispossiblethattheirthoughtsandperspectivesaredifferentfromthoseoffourth-graderswhohaveonlyparticipatedinoneyearofSTEMPathwaysprogramming.ItisimportanttonotethatthepreviousresearchfindingofadecreaseinSTEMconfidencewasespeciallymarkedamongfourth-graders,sofutureresearchshouldconsiderthefourth-gradeperspectiveaswell.Anygeneralizationsbeyondtheparticipantsinthecurrentstudymustbemadewithcaution.

PositionoftheResearcherTheresearcherisaformeremployeeofoneofthepartnerprograms.Studentswereexcludedfromtheparticipantpooliftheyhadworkeddirectlywiththeresearcherinthepast,butitispossiblethatsomestudentsrecognizedtheresearcher.Inanefforttopreventrecognitionandanyinfluenceonstudents’results,theresearcheridentifiedherselfinhercurrentpositionattheUniversityofMinnesotaandworeaUniversityofMinnesotanametagtohelpprovideavisualdistinctionfromthepartnerprogramsaswell.

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Conclusion

Fifth-gradeSTEMPathwaysparticipantshaveveryvivid,accurate,andpositiverecollectionsoftheirSTEMPathwaysexperiencesingeneral.StudentsspeakhighlyoftheirparticipationinthepartnerprogramsandofferpromisingfeedbackabouttheirinterestinSTEM,theperceivedrelevanceofSTEM,aspectsofSTEMthatfeltmostauthentic,andfutureaspirationsrelatedtoSTEM.However,therearealsopossibilitiesforprogramgrowthanddevelopmentaroundstudentunderstandingofSTEMPathways,integrationofmath,connectionsamongpartnerprogramsandbetweenpartnerprogramsandschool,andstudentconfidenceinSTEM.ThefindingsfromthisstudycanbeusedtoguideconversationaroundfutureprioritiesfortheSTEMPathwayspartnerprograms,bothindividuallyandincollaboration,tocontinueworkingtowardgreaterstudentinterest,achievement,andconfidenceinSTEM.

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AppendixA–InterviewProtocol

General

- WhatisSTEMPathways?

- IsSTEMPathwaysdifferentfromotherfieldtripsorclassroomvisitsthatyouhaveexperienced?Ifyes,ask:Inwhatway?

Programexperiences

Usevisualaidtorecordstudentideasastheyareshared.

- Thisyear,youparticipatedinprogramsattheBellMuseum,MinnesotaZoo,andSTARBASE.Whatdidyoudointhoseprograms?**Probeforresponsesabouteachprogram.

- YoualsoparticipatedinprogramsattheBakkenandtheWorkswhenyouwereinfourthgradelastyear.Doyourememberwhatyoudidinthoseprograms?Ifyes,askwhatdidyoudointhoseprograms?**Probeforresponsesabouteachprogram.

- Didanyofthethingsyoudidintheseprogramsmakeyoufeelmorelikeascientistoranengineer?Ifyes,ask:Whatdidyoudothatmadeyoufeelthisway?

- WeretherethingsyoudidorlearnedinSTEMPathwaysprogramsthathelpedyouwithwhatyouwerelearninginschool?Ifyes,ask:Whatthingswerethosethathelpedwithwhatyouwerelearninginschool?

- WerethereanysimilaritiesbetweenwhatyoudidorlearnedinoneSTEMPathwaysprogramandanotherone?Ifyes,ask:Whatsimilaritiesweretherebetweenwhichprograms?

- DoyouthinkofSTEManydifferentlynowbecauseofyourexperiencesinSTEMPathwaysprograms?Ifyes,ask:InwhatwaydoyouthinkofSTEMdifferently?

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AppendixB–Program-SpecificDetails

TheBakkenMuseum- Frankensteinvideo- Shocks(peopleholdhandsandshocktravelsthroughall)

o Severalshockmechanismsdescribed- Electricity- Mindballgame- BenjaminFranklin:kiteandlightning- MagnetonTV- Fishthatshockedandhealedman’sfoot- Livinginthepastwithoutelectricity- Friction

BellMuseum- Typesofbees- Pollinators–differenttypes- Animaldioramas- Tastinghoney- Seeingpersonworkwithbeehives- Foodsthatwouldnotbeavailableifbeeswentextinct- Dissectingaflower- Toolstoextracthoney- Touchandseeroom–snakes,starfish,animalskins- Game:peopleasdeerandwolves- Cockroaches- Animalbehaviors- Habitats- Seeingqueenbee

MinnesotaZoo- Sawmanytypesofanimals- Endangeredanimals- Birdexhibit- Habitats- Animalcharacteristics- Foodweb/chain- Birdshow- Touchingstingrays- Predatorsandprey- Animaldefenses- Biomes- Animaladaptations

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STARBASEMinnesota- Rockets- 3Dmodelingandprinting

o Rocketfinso Windturbines

- Programming/controllingrobots/rovers- Windturbines–designingandtesting- Marscolony- Airplanes- Crashtests- Creo- Vacuumpump- Findingvolumeofaplacetoaddlights- Movingrocksoutofanarea- SurvivalonMars- PokeMars- Findingarea- Makingprototypes- Prizesfordoinghomework/Clubhouse- Energyfromturbines–don’twantturbinestoexplode- Solarpanels- Generators- Stealthmode- Findingmean- ScienceCourtatlunch

TheWorksMuseum- Pizzaboxmazes- Harpwithsensors- Musicallivingroom- Lasermaze- Blocksforbuilding- Marbletrack- Rollercoaster- Carraces- Engineeringagame- Pulley- K’nex- Discoroom- Mirrorsthatmakeyoulookdifferent

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AppendixC–SelectedVisualAidPhotosNote:Photoshavebeencroppedtoremoveschoolnames.