High School Students' Experience with Near-Peer Mentorship and Laboratory-Based Learning: In Their Own Words

Autor/inn/en	Tenenbaum, Laura S.; Anderson, Margery; Ramadorai, Swati B.; Yourick, Debra L.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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