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Urban High School Student Engagement Through CincySTEM iTEST Projects

Authors
  • Beckett, Gulbahar H.1
  • Hemmings, Annette2
  • Maltbie, Catherine3
  • Wright, Kathy4
  • Sherman, Melissa4
  • Sersion, Brian5
  • 1 Iowa State University, 353 Ross Hall, Ames, IA, 50011, USA , Ames (United States)
  • 2 Edgewood College, 1000 Edgewood College Drive, Madison, WI, 53711, USA , Madison (United States)
  • 3 University of Cincinnati, Cincinnati, OH, 45219, USA , Cincinnati (United States)
  • 4 Hughes STEM High School, 2515 Clifton Avenue, Cincinnati, OH, 45219, USA , Cincinnati (United States)
  • 5 Cincinnati Public Schools, Cincinnati, OH, 45201, USA , Cincinnati (United States)
Type
Published Article
Journal
Journal of Science Education and Technology
Publisher
Springer Netherlands
Publication Date
Aug 08, 2016
Volume
25
Issue
6
Pages
995–1007
Identifiers
DOI: 10.1007/s10956-016-9640-6
Source
Springer Nature
Keywords
License
Yellow

Abstract

This paper focuses on the notable heightening of underrepresented students’ engagement in STEM education through project-based learning CincySTEM iTEST projects. The projects, funded by an iTEST NSF grant, were designed and facilitated by teachers at a new STEM urban public high school serving low-income African-American students. Student engagement conceptualized as a psychological process involving affective and behavioral participation in classroom activities was evaluated through a mixed-methods approach. Findings indicate that affective and behavioral participation was significantly enhanced when project activities utilized digital devices in hands-on investigations of real-world project activities. Explanations for the success of CincySTEM iTEST projects are presented in the conclusion along with challenges for sustainability.

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