Using Action Research to Design and Evaluate Sustained and Inclusive Engagement to Improve Children's Knowledge and Perception of STEM Careers

Autor/inn/en	Emembolu, Itoro; Padwick, Annie; Shimwell, Joe; Sanderson, Jonathan; Davenport, Carol; Strachan, Rebecca
Titel	Using Action Research to Design and Evaluate Sustained and Inclusive Engagement to Improve Children's Knowledge and Perception of STEM Careers
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.764-782 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emembolu, Itoro) ORCID (Padwick, Annie) ORCID (Shimwell, Joe) ORCID (Sanderson, Jonathan) ORCID (Davenport, Carol) ORCID (Strachan, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1729442
Schlagwörter	Action Research; Sustainability; Inclusion; Childrens Attitudes; STEM Education; Science Careers; Career Awareness; Young Children; Program Design; Intervention; Elementary School Students; Foreign Countries; Program Effectiveness; Socioeconomic Status; Outreach Programs; Disproportionate Representation; Low Income Students; Occupational Aspiration; Females; Engineering; Technical Occupations; United Kingdom (England) + Suchen Sie Ihr Suchwort? Projektforschung; Nachhaltigkeit; Inklusion; STEM; Karrierebewusstsein; Frühe Kindheit; Programme design; Programmaufbau; Programmplanung; Ausland; Socio-economic status; Sozioökonomischer Status; Jobcoaching; Berufsneigung; Berufsziel; Weibliches Geschlecht; Maschinenbau; Technical occupation; Technischer Beruf
Abstract	Previous research suggests that early experience of and exposure to the world of work is an important predictor of a child's future involvement in a STEM career. Many interventions have focused on those in secondary education age 11 years and above. Far fewer interventions have explored the impact of STEM outreach engagements among younger age groups. This study investigates the impact of a project that delivered career-driven STEM interventions on young children's (7-10 years old) career knowledge and perceptions over time. Using an action research approach, this study outlines 10 distinct features for designing child-centred STEM interventions. These were delivered in 6 primary schools across North-East England over a 2-year period. A STEM Career Knowledge and Aspirations Tool was used to collect data to evaluate the impact of these interventions. Children sorted 30 job cards (mix of STEM and non-STEM) into jobs they knew, and also into jobs they would like to do. Baseline data and follow up data were collected in 2015 (n = 352) and 2017 (n = 356). Data analysis suggests the sustained interventions had a particularly positive effect on girls. In 2015 prior to the interventions, girls were significantly less likely than boys to know the following STEM jobs: surveyor, technician and game tester. In 2017, following the sustained intervention, there was no significant difference between boys and girls. Furthermore, one of the STEM jobs, Engineer, showed the greatest increase in the percentage of boys and girls that wanted to do it in 2017 compared to 2015. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01