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<p>Informal, authentic STEM learning enhances PK-12 students’ knowledge, attitudes, and interests, but field-based contexts remain underexplored. This study investigated how an authentic Journalism, Science, Technology, Engineering, and Mathematics (JSTEM) Program impacted Latinx high schoolers’ science/engineering skills, practices, knowledge, STEM attitudes/interests, and transfer of informal learning to formal settings. Using a case study approach, students participated in the JSTEM program’s field-based authentic STEM activities. Data sources included assessments, observations, interviews, and student artifacts. The approach enhanced learning of science/engineering practices, fostered positive STEM attitudes/interests, and facilitated transfer to formal environments. Students demonstrated improved skills, knowledge, and heightened interests/attitudes, and applied informal concepts formally. The study highlights the potential of informal, authentic STEM learning opportunities to engage and inspire students, particularly those from underrepresented groups. Incorporating authentic, hands-on activities can foster STEM identity, belongingness, and preparedness for STEM careers and further education.</p>

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Engaging Latinx students in scientific inquiry and metacognition through authentic STEM experiences

  • 期刊论文

  • 发表日期：

    2025年5月13日

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  • Angela Chapman,
  • Uma Ganesan,
  • Mario Almanza,
  • Lluvia Garcia,
  • Yailen Gomez,
  • Isabel Amaro

摘要

Informal, authentic STEM learning enhances PK-12 students’ knowledge, attitudes, and interests, but field-based contexts remain underexplored. This study investigated how an authentic Journalism, Science, Technology, Engineering, and Mathematics (JSTEM) Program impacted Latinx high schoolers’ science/engineering skills, practices, knowledge, STEM attitudes/interests, and transfer of informal learning to formal settings. Using a case study approach, students participated in the JSTEM program’s field-based authentic STEM activities. Data sources included assessments, observations, interviews, and student artifacts. The approach enhanced learning of science/engineering practices, fostered positive STEM attitudes/interests, and facilitated transfer to formal environments. Students demonstrated improved skills, knowledge, and heightened interests/attitudes, and applied informal concepts formally. The study highlights the potential of informal, authentic STEM learning opportunities to engage and inspire students, particularly those from underrepresented groups. Incorporating authentic, hands-on activities can foster STEM identity, belongingness, and preparedness for STEM careers and further education.