Abstract
This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students’ IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants’ IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students’ technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.
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Acknowledgments
The study reported in this article is based on a project being funded by the National Science Foundation (NSF) through Innovative Technology Experiences for Students and Teachers (ITEST) program (Project Award #: 0737326).
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Appendices
Appendix 1: Pre-Program Student TECHNOLOGY USE Survey
Appendix 2: Student QUESTIONNAIRE About Science, Technology, Engineering, and Mathematics
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Duran, M., Höft, M., Lawson, D.B. et al. Urban High School Students’ IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program. J Sci Educ Technol 23, 116–137 (2014). https://doi.org/10.1007/s10956-013-9457-5
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DOI: https://doi.org/10.1007/s10956-013-9457-5