Literaturnachweis - Detailanzeige
Autor/inn/en | Tenenbaum, Laura S.; Anderson, Margery; Ramadorai, Swati B.; Yourick, Debra L. |
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Titel | High School Students' Experience with Near-Peer Mentorship and Laboratory-Based Learning: In Their Own Words |
Quelle | In: Journal of STEM Education: Innovations and Research, 18 (2017) 3, S.5-12 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1557-5284 |
Schlagwörter | High School Students; Mentors; Peer Teaching; Laboratories; Undergraduate Students; Grade 11; Grade 12; STEM Education; Student Surveys; Racial Differences; Ethnicity; Coding; Feedback (Response); Program Effectiveness; Summer Programs; Qualitative Research; Experiential Learning; Maryland High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Peer group teaching; Peer Group Teaching; Laboratory; Laboratorium; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; STEM; Schülerbefragung; Rassenunterschied; Ethnizität; Codierung; Programmierung; Sommerkurs; Qualitative Forschung; Experiental learning; Erfahrungsorientiertes Lernen |
Abstract | The Walter Reed Army Institute of Research established the Gains in the Education of Mathematics and Science (GEMS) program to serve communities in the National Capitol Area (Anderson, Tenenbaum, Ramadorai, & Yourick, 2015). The GEMS program was founded on four key elements to provide opportunities to primarily middle and high school students from under-resourced schools. Those four elements include: (1) leadership through undergraduate near-peer mentors; (2) innovative, experiential learning in a laboratory; (3) accessibility for diverse populations; and (4) continuity of programming. The current study examines the experiences of GEMS students through their own words. Using an open-ended survey, researchers asked 11th and 12th grade participants to reflect on their time within the program. The research questions focused on: (1) how relationships with near-peer mentors impacted them; (2) their involvement with the inquiry-based approaches; and (3) any increased and/or continued interest in pursuing science, technology, engineering, and math (STEM) as an extension of their experience. (ERIC). |
Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |