Short answer
Design educational and extracurricular programs with a focus on inclusivity and hands-on, project-based learning to enhance participants' self-efficacy and interest in STEM fields.
- Field
- Human Factors
- Source
- Frontiers in Education (2020)
- Method
- Mixed-methods study
- Evidence
- Strong effect
Participating in a co-designed, inclusive maker program demonstrably enhances students' self-efficacy and interest in science, technology, and engineering. This human factors research insight is drawn from a 2020 study published in Frontiers in Education. Using Mixed-methods study, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Design educational and extracurricular programs with a focus on inclusivity and hands-on, project-based learning to enhance participants' self-efficacy and interest in STEM fields.
Inclusive maker programs significantly boost STEM self-efficacy and interest in middle schoolers
Participating in a co-designed, inclusive maker program demonstrably enhances students' self-efficacy and interest in science, technology, and engineering.
Frontiers in Education · 2020
Key Findings
- 01Participation in the maker program led to significant improvements in technology and engineering self-efficacy (effect size = .80).
- 02The program substantially increased interest in technology and engineering (effect size = 1.73).
- 03Students showed gains in vicarious experience (effect size = .57), science appreciation (effect size = 0.21), and understanding of the engineering design process (effect size = 0.44).
- 04Neurotypical students benefited more than autistic students in technology/engineering interest and science appreciation, potentially due to higher baseline interest in autistic students.
Application
Design takeaway
Design educational and extracurricular programs with a focus on inclusivity and hands-on, project-based learning to enhance participants' self-efficacy and interest in STEM fields.
How to apply
When designing learning experiences, especially in STEM, consider incorporating elements of the engineering design process and providing opportunities for hands-on creation and problem-solving in an inclusive environment.
Project actions
- 01When designing a project, think about how to make it accessible and engaging for a wide range of users.
- 02Consider how your design choices might impact different user groups' confidence and interest in the subject matter.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Mixed-methods approach provides both quantitative data on outcomes and qualitative insights into the experience.
- +Inclusion of both autistic and neurotypical students allows for comparison and understanding of differential impacts.
Limitations
The study found that neurotypical students gained more in certain areas of interest, suggesting that the program might need further adaptation to equally benefit all groups.
Reliability & validity
The use of pre/post surveys and assessments, along with observations and interviews, contributes to both the reliability (consistency of measures) and validity (measuring what is intended) of the findings.
Think critically
How might the observed differences in benefit between neurotypical and autistic students be addressed through further design iterations of the maker program?
Design Principles
"Inclusive design in educational contexts can foster equitable growth in technical skills and confidence."
This research highlights the power of tailored, hands-on learning environments to foster crucial STEM skills and confidence, particularly for neurodivergent students. It suggests that inclusive design practices in educational settings can lead to more equitable outcomes and broader engagement with technical fields.
What This Means for Your Design
Making things in a special club that's designed for everyone, including kids with autism, helps students feel more confident and interested in science and engineering.
How to use in your project
- 1.Reference this study when discussing the importance of user-centered design in educational tools or programs, particularly concerning inclusivity and engagement.
Add to My Project
Quick Cite
Paragraph starter
The IDEAS program research indicates that inclusive, hands-on maker initiatives can significantly boost participants' self-efficacy and interest in STEM fields. This suggests that designing educational experiences with a focus on co-creation and accessibility can lead to more equitable outcomes and foster a stronger connection to science and technology for diverse learners.
Source
Frontiers in Education
Promoting Science, Technology, and Engineering Self-Efficacy and Knowledge for All With an Autism Inclusion Maker Program
journal · 2020
View sourceQuestions About This Research
- What does the research say about inclusive maker programs significantly boost stem self-efficacy and interest in middle schoolers?
- Design educational and extracurricular programs with a focus on inclusivity and hands-on, project-based learning to enhance participants' self-efficacy and interest in STEM fields. Evidence: Frontiers in Education (2020).
- Why does "Inclusive maker programs significantly boost STEM self-efficacy and interest in middle schoolers" matter for design?
- This research highlights the power of tailored, hands-on learning environments to foster crucial STEM skills and confidence, particularly for neurodivergent students. It suggests that inclusive design practices in educational settings can lead to more equitable outcomes and broader engagement with technical fields.
- How can designers apply this research?
- Design educational and extracurricular programs with a focus on inclusivity and hands-on, project-based learning to enhance participants' self-efficacy and interest in STEM fields.
- What were the main findings?
- Participation in the maker program led to significant improvements in technology and engineering self-efficacy (effect size = .80).. The program substantially increased interest in technology and engineering (effect size = 1.73).. Students showed gains in vicarious experience (effect size = .57), science appreciation (effect size = 0.21), and understanding of the engineering design process (effect size = 0.44).. Neurotypical students benefited more than autistic students in technology/engineering interest and science appreciation, potentially due to higher baseline interest in autistic students.
- What research method was used?
- Mixed-methods study.
- How strong is the evidence?
- Evidence strength is rated Strong effect, based on a 2020 journal from Frontiers in Education.
- What should I do differently in my next project?
- When designing learning experiences, especially in STEM, consider incorporating elements of the engineering design process and providing opportunities for hands-on creation and problem-solving in an inclusive environment.
- What are the limitations?
- The study noted that neurotypical students benefited more in certain interest areas, suggesting a need to further tailor interventions to maximize impact for all participant groups.