Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention

Authors

Heather Leas, University of Nebraska at OmahaFollow
Kari L. Nelson, University of Nebraska at OmahaFollow
Neal Grandgenett, University of Nebraska at OmahaFollow
William E. Tapprich, University of Nebraska at OmahaFollow
Christine E. Cutucache, University of Nebraska at OmahaFollow

Author ORCID Identifier

Kari Nelson

Document Type

Article

Publication Date

2017

Publication Title

Journal of Youth Development

Volume

12

Issue

2

Abstract

In this qualitative study, we assessed the impact of the NE STEM 4U intervention on elementary school youth in terms of excitement, curiosity, and STEM concepts. The NE STEM 4U intervention incorporates a problem-based learning theoretical framework in an after-school time, weekly or twice-weekly intervention. We assessed student performance over two academic years of participation in the intervention using the Dimensions of Success observational tool. Ultimately, we link this mentor-led program with increases in curiosity, inquiry, and STEM concept gains. Taken together, these findings support after-school interventions in STEM areas as key encouraging excitement in youth and motivation to pursue a career in a STEM content area.

Comments

Copyright (c) 2017 Heather D. Leas, Kari L. Nelson, Neal Grandgenett, William E. Tapprich, Christine E. Cutucache

DOI: https://doi.org/10.5195/jyd.2017.474

Recommended Citation

Leas, Heather; Nelson, Kari L.; Grandgenett, Neal; Tapprich, William E.; and Cutucache, Christine E., "Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention" (2017). Biology Faculty Publications. 175.
https://digitalcommons.unomaha.edu/biofacpub/175

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.