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      Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact?

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          Abstract

          A major focus in the science, technology, engineering and mathematics (STEM) public engagement sector concerns engaging with young people, typically through schools. The aims of these interventions are often to positively affect students’ aspirations towards continuing STEM education and ultimately into STEM-related careers. Most school engagement activities take the form of short one-off interventions that, while able to achieve positive outcomes, are limited in the extent to which they can have lasting impacts on aspirations. In this paper, we discuss various different emerging programmes of repeated interventions with young people, assessing what impacts can realistically be expected. Short series of interventions appear also to suffer some limitations in the types of impacts achievable. However, deeper programmes that interact with both young people and those who influence them over significant periods of time (months to years) seem to be more effective in influencing aspirations. We discuss how developing a theory of change and considering young people’s wider learning ecologies are required in enabling lasting impacts in a range of areas. Finally, we raise several sector-wide challenges to implementing and evaluating these emerging approaches.

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          Most cited references 35

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          Active learning increases student performance in science, engineering, and mathematics.

          To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
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            “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

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              A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future

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                Author and article information

                Journal
                rfa
                Research for All
                UCL Press (UK )
                2399-8121
                16 February 2021
                : 5
                : 1
                : 67-85
                Affiliations
                Imperial College London, UK
                UCL Institute of Education, UK
                Northumbria University, UK
                South East Physics Network, UK
                Durham University, UK
                University of Essex, UK
                The Royal Institution, London, UK
                University of Surrey, UK
                Science Ceilidh, UK
                Author notes
                Corresponding author: Email: martin@ 123456martinarcher.co.uk
                Article
                10.14324/RFA.05.1.07
                Copyright © 2021 Archer, DeWitt, Davenport, Keenan, Coghill, Christodoulou, Durbin, Campbell and Hou

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                Figures: 3, References: 56, Pages: 20
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