The Impact of Invention Education Participation on Students' Confidence and Anxiety in STEM
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3
- Tagged Division
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Entrepreneurship & Engineering Innovation Division (ENT)
- Tagged Topic
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Diversity
- Permanent URL
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https://peer.asee.org/48111
Paper Authors
Jasmine N. Patel
Georgia Institute of Technology
orcid.org/0009-0009-3712-7519
Jasmine Patel is a Research Associate at Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC). She specializes in invention education and informal STEM learning within K-12 settings. Her work involves research into the implementation and effects of educational interventions. In her role, Jasmine collaborates with a diverse group of K-12 students, educators, and administrators to develop and execute research and evaluation strategies focused on invention and science education.
Alaina Lee Rutledge
National STEAM, Innovation and Creativity specialist. Led the development and research of OST programming for the world's premier Invention Education program. Focused on current educational trends and deeply understands the STEAM market. Led the development of STEAM programming that engaged thousands of educators and millions of children in large-scale national dynamic, high-quality, transformative learning experiences.
Current research focus areas: Invention Education, Equity, Identity, OST, SEL
Jayme M. Cellitioci National Inventors Hall of Fame
Jayme Cellitioci is the Director of Creativity and Innovation at the National Inventors Hall of Fame (NIHF). She leads vision and strategy for the development of educational programming that is centered around insights from the NIHF Inductees. Jayme curates content for NIHF museum located at the United States Patent and Trademark Office; events and ceremonies; and other outreach initiatives. She also oversees research partnerships and the application of findings to curricula. Jayme holds a bachelor’s degree in psychology/biology, a master’s in creativity and change leadership, and a professional certificate in free-choice learning.
Roxanne A. Moore
Georgia Institute of Technology
orcid.org/0000-0003-0536-4957
Roxanne Moore is currently a Principal Research Engineer at Georgia Tech with appointments in the school of Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innovations across K-12 and higher education, including programs and research spanning STEM, engineering, and computer science. Currently, she is focusing on inventiveness-- how to define it, how to measure it, and how to cultivate it.
Abstract
Students’ sense of belonging, psychological safety, and decision-making processes about their future often align with their interests and curiosity, but anxiety and fear can negatively influence these perceptions. Anxiety can affect children’s strategic behavior by discouraging them from choosing advanced strategies and methods or even considering such options in the first place. Prior research efforts in invention education have focused on intent to persist in STEM, attitudes towards STEM, inventor identity, and teamwork and collaboration skills, but further research is needed on fear and anxiety. Previous studies highlight anxiety as a contributing factor to poor self-efficacy in math and science. This concept includes worrisome thoughts such as failure and nervousness in STEM and invention-related situations.
This research aims to study a well-established, scaled invention education summer program and examine its impacts on students’ beliefs about invention education, which may strengthen their confidence and minimize math and science anxiety and their skills related to inventing and problem-solving. The study addresses the following research questions:
1. What is the overall program impact on participants’ confidence towards math and science? 2. To what effect is gender and socioeconomic status associated with participants’ confidence and anxiety towards math and science?
Data were gathered through both qualitative and quantitative methods for over 900 participants. Student outcomes were assessed using a pre- and post-survey design. Additionally, focus groups were conducted to investigate students’ perspectives regarding specific activities and content included in the program. Currently, data from over 1,800 pre- and post-surveys are being analyzed.
Patel, J. N., & Rutledge, A. L., & Cellitioci, J. M., & Moore, R. A. (2024, June), The Impact of Invention Education Participation on Students' Confidence and Anxiety in STEM Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48111
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