Title: Interest-driven STEM learning among youth through a social networking site

Authors: Michael A. Evans; Samantha G.L. Won; Tiffany Drape

Addresses: Department of Learning Sciences and Technologies, Virginia Tech, 306 War Memorial Hall (0313), Blacksburg, VA 24061, USA ' Department of Learning Sciences and Technologies, Virginia Tech, 306 War Memorial Hall (0313), Blacksburg, VA 24061, USA ' Office of Educational Research and Outreach, Virginia Tech, East Eggleston, Room 217, 500 Drillfield Drive, Blacksburg, VA 24061, USA

Abstract: Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11-15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth's understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.

Keywords: conceptual change; discursive psychology; engagement; facilitation strategies; engineering education; informal learning; problem-based learning; engagement; middle school youth; social media; integrative STEM education; young people; social networking sites; SNS; science concepts.

DOI: 10.1504/IJSMILE.2014.059691

International Journal of Social Media and Interactive Learning Environments, 2014 Vol.2 No.1, pp.3 - 20

Received: 03 Apr 2013
Accepted: 04 Jun 2013
Published online: 13 May 2014 *

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