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Full-Text Articles in Education
Review Of Mentoring Manuals In Stem To Improve The Mentorship Experience For Underrepresented Minority Students Through The Lens Of Social Capital And Combating Social Reproduction, Leno Kurimoto
There is a lack of diversity and inclusion in STEM (science, technology, engineering, and mathematics) education. Students who pursue a degree in STEM, only less than half of them complete them. However, this phenomenon occurs at a greater percentage for underrepresented minority students (UMS). To combat the lack of representation in STEM, mentoring has been suggested to promote retention and minimize attrition. Mentoring provide plenty of benefits for students, as they can gain academic and professional experience. Unfortunately, mentorship of UMS is not the same compared to Asian and white students, thus different approaches and recommendations must be implemented to ...
Educational Equity And Informal Stem Field Trip Programming, Sal Alper
Informal STEM field trip programming is a large, yet under-researched area of the education landscape. Informal STEM education providers are often serving a more privileged section of society, leading to a risk of perpetuating inequalities seen throughout the education landscape. In an attempt to address the lack of research, this thesis explores the relationship between educational equity and informal STEM field trips. The intention was to collect data using a critical ethnography approach to the methods of qualitative questionnaire and interviews of informal STEM educators. A change in circumstances from the global pandemic of COVID-19 caused a shift in this ...
Afterschool Educators' Teaching Practices Through Tinkering: Nurturing Student Collaboration, Engagement, And Development Of Self-Confidence, Lianna Kali
Since the early 2000s constructionist pedagogy has become an increasingly popular trend in both formal and informal science, technology, engineering, art, and math (STEAM) learning environments to support transformative educational outcomes through the making of personally meaningful objects and artifacts. But with this rise in popularity comes a challenge for educators: understanding what are the teaching practices that are most effective in a maker-centered learning environment to support student learning. Through an ethnographic case study of the teaching practices in a tinkering afterschool program, this study examines the core pedagogical facilitation moves of tinkering educators and investigates how those moves ...