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A Hands-on, Collaborative, Guided Inquiry sTEm Curriculum Increases Elementary Student Understanding and Interest in Science, Technology, Engineering, and Mathematics
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, Brigham Young University College of Engineering, United States ; , BYU, United States ; , Brigham Young University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Three years ago (2012) twenty second grade students were selected to participate in a multiyear sTEm after school curriculum, where they would be engaged in a hands-on guided inquiry curriculum studying sTEm principles. The curriculum uses a sTEm hands-on engineering and technology pedagogy to promote student interest in STEM, specifically technology (T) and engineering (E), while teaching fundamental science and mathematics concepts. The data after three-years shows that student interest and understanding in various areas of STEM is increasing. The data at present only shows marginal increases (not statistical significant) but the trend towards increased interest in STEM is positive. This paper will outline the curriculum, interventions, surveys used to collect the student interest data, and the findings disaggregated thus far.

Citation

Wright, G., White, M. & Bates, D. (2015). A Hands-on, Collaborative, Guided Inquiry sTEm Curriculum Increases Elementary Student Understanding and Interest in Science, Technology, Engineering, and Mathematics. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1283-1293). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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