Key findings for improving informal STEM learning and student outcomes in marginalized communities
The study discussed in the text focuses on the consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities. It aims to address the inequities in STEM education by fully engaging historically marginalized high school students in complex socio-scientific issues. The research uses a mixed method approach to demonstrate the significant gains students make through informal STEM programs in both the short and long term. The study explores the importance of authentic research experiences, connections to STEM professionals, hands-on participation in projects, and group work in enhancing students' STEM learning outcomes.
STEM literacy is considered crucial for all members of society to make informed decisions and take action in the face of global challenges. However, equity in STEM education remains a challenge, especially for individuals from historically marginalized communities. The study delves into the disparities in STEM education access and engagement for underrepresented groups and aims to bridge the gap by providing insights into effective STEM programs for these communities.
The research carried out by the Systems Education Experiences (SEE) within the Institute for Systems Biology (ISB) focuses on a variety of STEM learning experiences provided to high school students. These experiences range from longer-duration summer internships to shorter courses and workgroups. The study examines the impact of these different program models on students' STEM pathways, successes, and challenges.
Through analysis of alumni and participant data, the study reveals key findings related to students' progress on STEM pathways, successes and challenges encountered during STEM experiences, and aspects of informal STEM learning that support students from historically marginalized communities. The research highlights the significance of interactions with STEM professionals, engagement in authentic research activities, understanding and navigating barriers along STEM pathways, and making intentional connections to program goals.
The study emphasizes the importance of providing equitable STEM learning opportunities that engage students from historically marginalized communities and support their STEM success. It underscores the value of authentic experiences, mentorship, social connections, and awareness of societal implications in fostering positive STEM identities and interests among students. The research offers practical insights for advancing informal STEM learning and outcomes, emphasizing the need for inclusive and effective programs to address the societal challenge of improving STEM outcomes for all students.
Overall, the study contributes to the ongoing efforts to enhance STEM education and outcomes for students from historically marginalized communities. By identifying key factors that support students' STEM pathways and success, the research provides valuable insights for researchers and informal science educators in designing and implementing effective STEM programs. This study serves as a significant step towards achieving greater equity and inclusivity in STEM education and fostering the next generation of diverse STEM leaders.
Source: https://www.nature.com/articles/s41599-024-02797-w
STEM literacy is considered crucial for all members of society to make informed decisions and take action in the face of global challenges. However, equity in STEM education remains a challenge, especially for individuals from historically marginalized communities. The study delves into the disparities in STEM education access and engagement for underrepresented groups and aims to bridge the gap by providing insights into effective STEM programs for these communities.
The research carried out by the Systems Education Experiences (SEE) within the Institute for Systems Biology (ISB) focuses on a variety of STEM learning experiences provided to high school students. These experiences range from longer-duration summer internships to shorter courses and workgroups. The study examines the impact of these different program models on students' STEM pathways, successes, and challenges.
Through analysis of alumni and participant data, the study reveals key findings related to students' progress on STEM pathways, successes and challenges encountered during STEM experiences, and aspects of informal STEM learning that support students from historically marginalized communities. The research highlights the significance of interactions with STEM professionals, engagement in authentic research activities, understanding and navigating barriers along STEM pathways, and making intentional connections to program goals.
The study emphasizes the importance of providing equitable STEM learning opportunities that engage students from historically marginalized communities and support their STEM success. It underscores the value of authentic experiences, mentorship, social connections, and awareness of societal implications in fostering positive STEM identities and interests among students. The research offers practical insights for advancing informal STEM learning and outcomes, emphasizing the need for inclusive and effective programs to address the societal challenge of improving STEM outcomes for all students.
Overall, the study contributes to the ongoing efforts to enhance STEM education and outcomes for students from historically marginalized communities. By identifying key factors that support students' STEM pathways and success, the research provides valuable insights for researchers and informal science educators in designing and implementing effective STEM programs. This study serves as a significant step towards achieving greater equity and inclusivity in STEM education and fostering the next generation of diverse STEM leaders.
Source: https://www.nature.com/articles/s41599-024-02797-w
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