Project-based learning for middle school students monitoring standby power: replication of impact on stem knowledge and dispositions
Middle school students participating in energy-monitoring activities guided by their teachers during 2009–2011 gained (p < .05) in content knowledge and became more positive in their dispositions toward STEM (science, technology, engineering, and mathematics). No comparison group data were gathered for this initial study. Activities were replicated with a new group of treatment students during 2013–2014, adding a comparison group not receiving the treatment. Matched pre-post data from 2013 to 2014 confirmed gains in knowledge of environmental science and vampire power (p < .0001, effect size = .86). Aggregate dispositions toward science, mathematics, engineering and technology became more positive for treatment versus comparison group students (p = .023). Gains in STEM dispositions for girls were more positive (effect size = .37) than for boys. Implications of these findings are that hands-on, inquiry-based science activities may help increase the STEM career pipeline in ways that can lead to broader participation in STEM careers in the future.
KeywordsSTEM dispositions STEM content knowledge Energy conservation Middle school students Replication study
The authors would like to acknowledge the encouragement and guidance received for many years and dedicate this article in the memory of Julio Lopez-Ferrao, the NSF Program Officer for the MSOSW project.
This research was funded in part by the National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) Grants #0833706 and #1312168.
Compliance with Ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
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