Open AccessGauging Informal STEM Youth Program Impact: A Conceptual Framework and a Measurement Instrument
Author(s) -
Robert H. Tai,
Ji Hoon Ryoo,
Claire E. Mitchell,
Xiaoqing Kong,
Angela D. Skeeles-Worley,
John Almarode,
Adam V. Maltese,
Katherine P. Dabney
Publication year - 2021
Publication title -
journal of youth development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.191
H-Index - 3
eISSN - 2325-4017
pISSN - 2325-4009
DOI - 10.5195/jyd.2021.981
Subject(s) - reliability (semiconductor) , psychology , conceptual framework , positive youth development , applied psychology , computer science , mathematics education , pedagogy , sociology , developmental psychology , social science , power (physics) , physics , quantum mechanics
STEM education programs are often formulated with a "hands-on activities" focus across a wide array of topics from robotics to rockets to ecology. Traditionally, the impact of these programs is based on surveys of youth on program-specific experiences or the youths’ interest and impressions of science in general. In this manuscript, we offer a new approach to analyzing science programming design and youth participant impact. The conceptual framework discussed here concentrates on the organization and analysis of common learning activities and instructional strategies. We establish instrument validity and reliability through an analysis of validity threats and pilot study results. We conclude by using this instrument in an example analysis of a STEM education program.
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