STEM Workforce Development 
STEM Learning and Learning Environments 
Broadening Participation in STEMStudying the Malleability and Impact of Science Learning Activation
Effective Years: 2014-2019
This project, conducted by the University of Pittsburgh and the University of California, Berkeley, seeks to discover what makes middle school students engaged in science, technology, engineering, and mathematics (STEM). The researchers have developed a concept known as science learning activation, including dispositions, practices, and knowledge leading to successful STEM learning and engagement. The project is intended to develop and validate a method of measuring science learning activation. The first stage of the project involves developing the questions to measure science activation, with up to 300 8th graders participating. The second stage is a 16-month longitudinal study of approximately 500 6th and 8th graders, examining how science learning activation changes over time. The key question is what are the influencers on science activation, e.g., student background, classroom activities, and outside activities. This project addresses important past research showing that middle school interest in STEM is predictive of actually completing a STEM degree, suggesting that experiences in middle school and even earlier may be crucial to developing interest in STEM. This research goes beyond past work to find out what are the factors leading to STEM interest in middle school. This work helps the Education and Human Resources directorate, and the Division of Research on Learning, pursue the mission of supporting STEM education research. In particular, this project focuses on improving STEM learning, as well as broadening participation in STEM education and ultimately the STEM workforce.
16 Publications Related to This Project:
- The Nature of Science Identity and Its Role as the Driver of Student Choices
- Predicting Pathways to Optional Summer Science Experiences by Socioeconomic Status and the Impact on Science Attitudes and Skills
- What Drives Attendance at Informal Learning Activities? A Study of Two Art Programs
- When I Grow Up: The Relationship of 'science Learning Activation' to STEM Career Preferences
- The Psychological Characteristics of Experiences that Influence Science Motivation and Content Knowledge
- Falling in Love and Staying in Love with Science: Ongoing Informal Science Experiences Support Fascination for All Children
- The Dimensions and Impact of Informal Science Learning Experiences on Middle Schoolers' Attitudes and Abilities in Science
- Factors that Deepen or Attenuate Decline of Science Utility Value During the Middle School Years
- Investigating the Multidimensionality of Engagement: Affective, Behavioral, and Cognitive Engagement Across Science Activities and Contexts
- Scientific Sensemaking Supports Science Content Learning Across Disciplines and Instructional Contexts
- Disentangling Intensity from Breadth of Science Interest: What Predicts Learning Behaviors?
- Unpacking the Relationship Between Science Education and Applied Scientific Literacy
- Identity Complexes and Science Identity in Early Secondary: Mono-Topical or in Combination with Other Topical Identities
- Measuring Choice to Participate in Optional Science Learning Experiences During Early Adolescence
- Families Support Their Children's Success in Science Learning by Influencing Interest and Self-Efficacy
- The Increasingly Important Role of Science Competency Beliefs for Science Learning in Girls
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