Event Title
STEM from Home: The Influence of an Online Informal STEM Camp on Perceptions of STEM and STEM Careers
Date of Publication
2-4-2021
Document Type
Presentation
Abstract
The COVID-19 pandemic increased demand for effective online learning platforms. Informal learning environments, such as science, technology, engineering, and mathematics (STEM) camps, influence perceptions of STEM fields and careers. We analyzed how an online STEM summer camp and a synchronous face-to-face camp changed students’ perceptions of science, engineering, and mathematics and STEM careers. Within-group and between-group nonparametric effect sizes were computed, and r class effects were reported. The between-group analysis revealed that the online camp improved students’ career perceptions more than the face-to-face camp, and the face-to-face camps improved students’ perceptions of science, mathematics, and engineering more than online camps.
Keywords
STEM, Online STEM camp
Persistent Identifier
http://hdl.handle.net/10950/2901
STEM from Home: The Influence of an Online Informal STEM Camp on Perceptions of STEM and STEM Careers
The COVID-19 pandemic increased demand for effective online learning platforms. Informal learning environments, such as science, technology, engineering, and mathematics (STEM) camps, influence perceptions of STEM fields and careers. We analyzed how an online STEM summer camp and a synchronous face-to-face camp changed students’ perceptions of science, engineering, and mathematics and STEM careers. Within-group and between-group nonparametric effect sizes were computed, and r class effects were reported. The between-group analysis revealed that the online camp improved students’ career perceptions more than the face-to-face camp, and the face-to-face camps improved students’ perceptions of science, mathematics, and engineering more than online camps.