Session Information
15 SES 01, Paper Session
Paper Session
Contribution
Today’s society demands more and better trained STEM1 students, who have not only acquired the relevant subject knowledge, but have also mastered 21st century skills (Voogt, 2010; Wagner, 2012). This has been a reason for the industrial and corporate world to take initiative in closely interacting with the educational institutions to develop out-of-school activities: Outreach. Participation of STEM based companies or higher education institutes in the (organization of) educational activities, guidance provided by a STEM based company or higher education institute and connection of education to the real world of science and technology are the main characteristics of outreach.
As there is little research about the effects, in particular regarding the motivational aspect, of outreach, this study will focus on the research question: How do students perceive the learning environment and teaching within an outreach activity, and how do these perceptions link to their motivation for STEM?
To capture the motivational aspect of outreach we developed our own conceptual model based on self-determination theory (SDT; Eccles, 1983; Meece et al., 1990). This theory argues that human beings have three basic needs: competence, autonomy and relatedness (Deci & Ryan, 1985). Students’ motivation and involvement are related to the degree in which these needs are fulfilled in the educational context. SDT-theory distinguishes four regulation styles that affect motivation. External regulation largely leads to extrinsic motivation. Balance in needs satisfaction will led to a more intrinsic motivation and will be a part of the identity of a student. Within the external regulated motivation levels the model can differentiate between controlled levels (external and introjected regulation; low quality motivation) and autonomy levels (identified and integrated regulation; high quality motivation, Deci & Ryan, 2000).
In our conceptual model, the outreach learning environment is connected to students’ needs, the motivation levels of the SDT and how students view STEM or see STEM as a possible career opportunity.
In the present paper we will report data from a study of two cases regarding an outreach activity. Within each case, data has been or will be collected on student motivation, perceptions and observations of the outreach activity and the learning environment surrounding the activity.
The first case concerns a guest lesson in the Netherlands for 9th grade students, to show a technology application and possible STEM careers. The timing of the activity is just before the moment of choosing (STEM) courses for the next years of high school, preparing for graduation. The technological application and information about working in a STEM-based company are combined with hands-on activities.
The second case concerns a project for 10th and 11th grade students who are involved in working on an engineering problem popped up in a factory for building MRI’s. Over hundred students (three groups) from three different high schools are working together guided by engineers on a (cheap) solution of this real life problem. These three groups of students will compete for the best solution.
More cases will be added this spring. Describing and relating such data can ultimately result in a blue-print for teachers, schools and the industry on how to successfully implement outreach activities.
1 STEM=Science Technology Engineering and Mathematics
Method
Expected Outcomes
References
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