You are here:

Engagement in Science and Engineering through Animal-Based Curricula ARTICLE

, , , , ,

Journal of STEM Education Volume 18, Number 5, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)

Abstract

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in supporting student success and pathways to careers in STEM-related fields. One new and innovative method for promoting STEM learning is animal-based curricula, which can provide the opportunity to introduce students to science and engineering principles in an active, engaging way that promotes an optimal learning environment. The goal of this study was to pilot test the effectiveness of an animal-based curricula in motivating middle-school students\u2019 interest in science and engineering, as a gateway to them learning more broadly about science and engineering careers. The present study used data from two veterinary medicine-based out-of-school time STEM programs for middle school students. Students in both programs reported a significant increase in scores on interest in engineering after completing the program, but no significant difference in science interest scores. The findings from these pilot data provide important exploratory information about the potential effectiveness of animal-based STEM education as a strategy for increasing interest in STEM careers for middle school students.

Citation

Mueller, M., Byrnes, E., Buczek, D., Linder, D., Freeman, L. & Webster, C. (2018). Engagement in Science and Engineering through Animal-Based Curricula. Journal of STEM Education, 18(5),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved October 22, 2018 from .

Keywords

View References & Citations Map

References

  1. Endenberg, N., & Van Lith, H.A. (2011). The influence of animals on the development of children. The Veterinary Journal, 190(2), 208-214.
  2. Friedmann, E., Katcher, A.H., Thomas, S.A., Lynch, J.J., & Messent, P.R. (1983). Social interaction and blood pressure: influence of animal companions. The Journal of Nervous and Mental Disease, 171(8), 461–465.
  3. Friedmann, E., Locker, B.Z., & Lockwood, R. (1993). Perception of animals and cardiovascular responses during verbalization with an animal present. Anthrozoos, 6(2), 115–134.
  4. Gee, N.R., Fine, A.H., & Shuck, S. (2015). Animals in educational settings: Research and practice. In A.H. Fine (Ed.), Handbook on animal-assisted therapy: Theoretical foundations and guidelines for applying animal assisted interventions (4th ed., pp. 195-210).
  5. Gushue, G. (2006). The relationship of ethnic identity, career decision-making self-efficacy and outcome expectations among Latino/a high school students. Journal of Vocational Behavior, 68, 85–95.
  6. Hall, S.S., Gee, N.R., & Mills, D.S. (2016). Children reading to dogs: A systematic review of the literature. PLoS ONE, 11(2), e0149759.
  7. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: National Academies Press.
  8. Jalongo, M.R. (2005). “What are all these dogs doing at school?”: Using therapy dogs to promote children’s reading practice. Childhood Education, 81(3), 152-158.
  9. Jalongo, M.R., Astorino, T., & Bomboy, N. (2004). Canine visitors: The influence of therapy dogs on young children’s learning and well-being in classrooms and hospitals. Early Childhood Education Journal, 32(1), 9-16.
  10. Jones, M., Howe, A., & Rua, M. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180–192.
  11. Kier, M.W., Blanchard, M.R., Osborne, J.W., & Albert, J.L. (2013). The development of the STEM Career Interest Survey (STEM-CIS). Research in Science Education, doi10.1007/s11165-013-9389-3.
  12. Kotte, D. (1992). Gender Differences in Science Achievement in 10 Countries (Vol. 9). New York: Peter Lang.
  13. Liao, C.C., Chen, Z.H., Chen, F.C., & Chan, T.W. (2011). My-Mini-Pet: A handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27(1), 76-89 Linder, D.E., Mueller, M.K., Gibbs, D.M., Alper, J.A., &
  14. Freeman, L.M. (2017) Effects of an animal-assisted intervention on reading skills and attitudes in second grade students. Early Childhood Education Journal, Journal of STEM Education Volume 1 8 • Issue 5 January 2 0 1 8
  15. Wendell, K., & Rogers, C. (2013). Engineering design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513-540. Funding
  16. Roehrig, G.H., Moore, T.J., Wang, H.-H., & Park, M.S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112, 31–44.
  17. Sadler, P.M., Sonnert, G., Hazari, Z, & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411-427.
  18. Scheuermann, T., Tokar, D. & Hall, R. (2014) An investigation of African-American women’s prestige domain interests and choice goals using Social Cognitive Career Theory. Journal of Vocational Behavior, 84, 273–282.
  19. Somervill, J.W., Swanson, A.M., Robertson, R.L., Arnett, M.A., & MacLin, O.H. (2009). Handling a dog by children with attention-deficit/hyperactivity disorder: calming or exciting. North American Journal of Psychology, 11(1), 111–120.
  20. Sullins, E.S., Hernandez, D., Fuller, C., & Tashiro, J.S. (1995). Predicting who will major in a science discipline: Expectancy–value theory as part of an ecological model for studying academic communities. Journal of Research in Science Teaching, 32(1), 99-119.
  21. Waller, B. (2006). Math interest and choice intentions of non-traditional African-American college students. Journal of Vocational Behavior, 68, 538–547.
  22. Watkins, J., Spencer, K., and Hammer, D. (2014) Examining young students’ problem scoping in engineering design. Journal of Pre-College Engineering Education, 4 (1), 43-53.
  23. Weigend, M. (2014). The digital woodlouse: Scaffolding in science related scratch projects. Informatics in Education, 13, 293-305.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.