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Guided by two informal learning educators, youth directed step-by-step activities by selecting resources aligned with their understanding of science and engineering concepts and design problems. The study examined impacts on motivation, beliefs, and identification with engineering, science, and computer science. Results showed increased empowerment, content usefulness, feelings of success, interest, and needed care, which supported high effort and intentions to choose related courses.",{"@graph":69,"@context":123},[70,84,106],{"@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/informal-engineering-education-after-school-employing-the-studio-model-for-motivation-and-identification-in-stem-domains-summer-2012/589416/",{"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/informal-engineering-education-after-school-employing-the-studio-model-for-motivation-and-identification-in-stem-domains-summer-2012/589416.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the Studio STEM approach described in the study?","Question",{"text":113,"@type":114},"Studio STEM uses a design studio model in an after-school setting where middle school youth work collaboratively with peers and college facilitators, guided by educators who support overall pacing while youth direct step-by-step activities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which outcomes did the researchers investigate?",{"text":118,"@type":114},"The study investigated impacts on youth motivation, beliefs, and identification with engineering, science, and computer science, including whether students felt empowered, considered the content useful, and believed they could be successful.",{"name":120,"@type":111,"acceptedAnswer":121},"Why do the authors discuss measurement methods like the Draw an Engineer Test (DAET)?",{"text":122,"@type":114},"The authors explain that identification with engineering has often been inferred from changes in students’ perceptions, such as asking participants to draw an engineer before and after an informal engineering design-based program.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589416,1792171038,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2012  \nInformal Engineering Education After School: Employing the Studio Model for Motivation and Identification in STEM Domains  \nCHRISTINE G. SCHNITTKA  \nAuburn University  \nAuburn, AL  \nCAROL B. BRANDT Temple University  \nPhiladelphia, PA BRETT D. JONES and  \nMICHAEL A. EVANS Virginia Tech Blacksburg, VA  \nABsTrACT  \nStudio STEM adopts a design studio model to provide middle school youth with the opportunity to work with peers and college student facilitators after school in a relaxed, non-threatening, collaborative environment. Two informal learning educators guided overall instruction and pacing, but youth directed their own step-by-step activities by appropriating available resources based on their understanding of presented science and engineering concepts and design problems. We investigated how Studio STEM impacted youth’s motivation, beliefs, and identification with engineering, science, and computer science. We documented that the Studio STEM environment supported students’empowerment, highlighted the usefulness of the content, allowed students to feel successful, interested students, and provided the caring needed by students to increase their identification with engineering, science, and computer science. The increases in these beliefs also led to the high effort that youth dedicated to Studio STEM, and the claims that youth would choose to take a course in these subject areas even if they were not required to do so.  \nKey Words: Informal education, middle school, design, motivation  \nsummer 2012 1  \nadvances in engineering education  \ninformal engineering education after school: employing the studio Model for Motivation and identification in steM domains  \nINTrODuCTION  \nBecause a mere 10% of U. S. students in K-12 schools receive some type of exposure to engineering in the classroom, informal settings are key to developing engineering skills, understandings, and identity (National Academy of Engineering, 2010) . K-12 engineering education is not mandated in the US and only a few states integrate engineering into their standards. Nevertheless, youth are increasingly exposed to engineering education from friends and family members, after-school programs, summer camps, clubs, and other organizations. Recently, the key role of out-of-school learning in science, technology, engineering, and math (STEM) has captured national attention (Bell, Lewenstein, Shouse, & Feder, 2009) . Some research exists on how informal science education positively impacts identity and motivation in science (see Baum, Hein, & Solvay, 2000; Diamond, St. John, Cleary, & Librero, 1987) . Anecdotally, the vast majority of Nobel Prize winners in the sciences have claimed that “their passion for science was first sparked in non-school environments”(Friedman & Quinn, 2006) . Nevertheless, research detailing how young people learn engineering in informal settings, and how informal engineering education affects youths’ beliefs about engineering and identification with engineering is scarce.  \nMany reports cite anecdotal conclusions and few use valid and reliable measures to determine how informal experiences affect identification with or attitudes toward engineering. In many informal settings, changes in students’ perceptions about engineering have been assessed through the Draw an Engineer Test (DAET) . Identification with engineering has been inferred from these perceptions (Knight & Cunningham, 2004; Oware, Capobianco, & Diefes-Dux, 2007) . As part of the assessment process, students draw an engineer prior to participating in an informal engineering design-based program, and then draw an engineer upon completion of the project. These studies suggest that drawing an engineer that resembles oneself can indicate identification with the field. Other researchers investigating informal engineering design-based project","cbCaicYWagqxaeac","https://ap.wps.com/l/cbCaicYWagqxaeac","pdf",2989183,31,"English","# Introduction\n## Informal engineering exposure and STEM identity\n## Prior measures of engineering identification and attitudes\n# Studio STEM after-school model\n## Design-based curriculum and learning environment","[{\"question\":\"What is the Studio STEM approach described in the study?\",\"answer\":\"Studio STEM uses a design studio model in an after-school setting where middle school youth work collaboratively with peers and college facilitators, guided by educators who support overall pacing while youth direct step-by-step activities.\"},{\"question\":\"Which outcomes did the researchers investigate?\",\"answer\":\"The study investigated impacts on youth motivation, beliefs, and identification with engineering, science, and computer science, including whether students felt empowered, considered the content useful, and believed they could be successful.\"},{\"question\":\"Why do the authors discuss measurement methods like the Draw an Engineer Test (DAET)?\",\"answer\":\"The authors explain that identification with engineering has often been inferred from changes in students’ perceptions, such as asking participants to draw an engineer before and after an informal engineering design-based program.\"}]","Informal Engineering Education After School - Employing the Studio Model for Motivation and Identification in STEM Domains - Summer 2012 | PDF",1792067199,78]