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The article examines how iterative design transformations strengthened girls’ understanding of and interest in STEM. Using qualitative data collected before, during, and after implementation, it analyzes the learning environment’s features and design-component relationships, with participants’ perceptions of science and scientists guiding impact assessment and improvement directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/being-and-becoming-scientists-design-based-stem-programming-for-girls/590714/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/being-and-becoming-scientists-design-based-stem-programming-for-girls/590714.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the STEMinist Program described in the document?","Question",{"text":112,"@type":113},"It is a research-practice collaboration focused on science, technology, engineering, and mathematics (STEM) learning for female students in grades 4 to 6 within an afterschool program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the program’s design transformations affect learning?",{"text":117,"@type":113},"Ongoing design transformations increased girls’ understanding of and interest in STEM by enabling adjustments and identifying best practices for afterschool STEM learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What research method did the authors use to examine program outcomes?",{"text":121,"@type":113},"They analyzed qualitative data collected before, during, and after program implementation, examining features of the learning environment and the relationships among design components.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590714,1792883452,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Being and Becoming Scientists  \nDesign-Based STEM Programming for Girls  \nJasmine M. Nation, Danielle Harlow, Diana J. Arya, and Maya Longtin  \n“I am a scientist. I’m not like a scientist.” We were excited to hear this response from one of the girls who participated in our afterschool program focused on science, technology, engineering, and mathematics (STEM) . The STEMinist Program was a research-practice collaboration between university researchers and an afterschool program for female students in grades 4 to 6. This article describes how the program’s ongoing design transformations increased girls’ understanding of and interest in STEM. Design-based framing (Barab & Squire, 2009) enabled ongoing adjustments to the program while also identifying best practices for  \nafterschool STEM learning. To understand the program’s progression and outcomes, we examined the features of the learning environment and the relationships among design components by analyzing qualitative  \ndata collected before, during, and after program implementation. Participants’ perceptions of science and scientists helped us understand the impact of the program and ways to improve it.  \nJASMINE M. NATION is a doctoral candidate in education at the University of California, Santa Barbara (UCSB) . She focuses on afterschool programs that broaden the definition of science and is passionate about getting more girls to participate in and contribute to STEM fields.  \nDANIELLE HARLOW, PhD, is an associate professor in the Department of Education at UCSB. She focuses on children’s STEM learning in schools, museums, and afterschool programs and on how formal and informal educators learn to guide children’s learning.  \nDIANA J. ARYA, PhD, is an assistant professor in the Department of Education at UCSB and faculty director of the McEnroe Reading and Language Arts Clinic. Her research focuses on literacy practicesand processes in K–12 science classrooms and professional scientific communities.  \nMAYA LONGTIN was an intern in the STEMinist Program as an undergraduate student. She is now a doctoral student at the University of California, Berkeley studying school psychology. She is interested in the moral and cognitive development of children.  \nAfterschool STEM Learning educational practice and theory. This model of learning  \nThe past decade has brought increased focus on STEM and innovation both informs local practice and provides learning (Bell, Lewenstein, Shouse, & Feder, 2009; insight into complex issues with broad applications NGSS Lead States, 2013; U.S. Department of Education, (Anderson & Shattuck, 2012; Barab & Squire, 2009; 2015) . The growth of STEM-related industries and the Design-Based Research Collective, 2003) . In designpower associated with STEM fields make access to STEM based implementation research, exploration and analysis careers an equity issue (Buechley, 2016) . Despite gains in are conducted in “messy situations that characterize educational achievement, women and individuals from real-life learning” (Collins, Joseph, & Bielaczyc, 2004, nondominant cultures remain underrepresented in STEM p. 20) . Program design is flexible and ongoing; it majors and careers (National Science Foundation, 2017) . engages both researchers and practitioners (Collins et Afterschool programs offer a promising context for al. , 2004; Fishman, Penuel, Allen, Cheng, & Sabelli, engaging diverse students: African American and Latinx 2013) . Development and research are usually conducted children attend afterschool programs at rates twice that in tandem over a long time frame with iterative cycles of White students (Afterschool Alliance, 2015) . STEM of design, application, analysis, and redesign (Designprograms at youth-centered sites capitalize on theresources Based Research Collective, 2003; Wang & Hannafin, of spaces children find welcoming and accessible. The 2005) . A key feature is collaboration among researchers, natural curricular flexibility of afterschool p","cbCaijPOND3K8uzv","https://ap.wps.com/l/cbCaijPOND3K8uzv","pdf",257580,"English","# Program overview and purpose\n## Design-based framing and research approach\n## Learning environment features and design components\n## Participant perceptions and program impact\n## Researchers and roles","[{\"question\":\"What is the STEMinist Program described in the document?\",\"answer\":\"It is a research-practice collaboration focused on science, technology, engineering, and mathematics (STEM) learning for female students in grades 4 to 6 within an afterschool program.\"},{\"question\":\"How did the program’s design transformations affect learning?\",\"answer\":\"Ongoing design transformations increased girls’ understanding of and interest in STEM by enabling adjustments and identifying best practices for afterschool STEM learning.\"},{\"question\":\"What research method did the authors use to examine program outcomes?\",\"answer\":\"They analyzed qualitative data collected before, during, and after program implementation, examining features of the learning environment and the relationships among design components.\"}]","Being and Becoming Scientists - Design-Based STEM Programming for Girls | PDF",1792070265,23]