Does inclusion of the arts in STEM project-based learning increase motivation for learning for urban students in informal settings?

Mary M Capraro, Robert M Capraro, Sandra B Nite, James Morgan, Cheryl Ann Peterson

Research output: Book chapter/Published conference paperConference paperpeer-review

Abstract

A Texas university STEM center has conducted a summer camp for urban secondary studentsevery year using STEM Project-Based Learning (PBL) as the primary instructional mode. During thesummer of 2014, students (n = 48) designed an artifact on a 3-D printer and were also involved in otherSTEM projects requiring the ability to design creative, artistic solutions to a problem and used these as amarketing tool. Pre- and post-test questionnaires measuring student perceptions of the presence of arts inSTEM projects and careers were administered. Additionally, interviews were conducted with selectedstudents. Results showed a positive feeling about including creativity and the arts in STEM projectswhere students were comfortable, but a hesitancy to participate in 3-D printing, an activity for which theyhad no prior knowledge.
Original languageEnglish
Title of host publicationConference proceedings: International Conference on Urban Education
Place of PublicationCharlotte, NC
PublisherUrban Education Collaborative
Pages204-208
Number of pages5
Publication statusPublished - 2014
EventInternational Conference on Urban Education - Half Moon Hotel, Montego Bay, Jamaica
Duration: 06 Nov 201408 Nov 2014

Conference

ConferenceInternational Conference on Urban Education
Abbreviated titleBuilding and Sustaining Global Partnerships for Learning and Development
Country/TerritoryJamaica
CityMontego Bay
Period06/11/1408/11/14

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