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The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value
As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM c...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9197723/ https://www.ncbi.nlm.nih.gov/pubmed/35730013 http://dx.doi.org/10.1007/s10956-022-09967-y |
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author | Chiang, Feng-Kuang Zhang, Yicong Zhu, Dan Shang, Xiaojing Jiang, Zhujun |
author_facet | Chiang, Feng-Kuang Zhang, Yicong Zhu, Dan Shang, Xiaojing Jiang, Zhujun |
author_sort | Chiang, Feng-Kuang |
collection | PubMed |
description | As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM charity camp with the theme of “Shen Nong Tastes Herbs.” Participants included 113 third- and fourth-grade primary school students ranging from 8 to 12 years of age from four schools in Karamay, Xinjiang Uygur Autonomous Region with weak educational capabilities. The camp lasted for 3 days and included 7 activities, while remote teaching was accomplished through Dingtalk. Pre- and post-test questionnaires and interviews were used to explore the impact of this camp on students. We found that online STEM camps could improve students’ self-efficacy, computational thinking, and task value, and there is a significant improvement in the self-efficacy (p = 0.000) and task value (p = 0.001) dimensions. In addition, students with high self-efficacy had higher scores in the other two dimensions. Finally, we summarized the experiences and gains of students and teachers and proposed suggestions for developing online camps based on this experience. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10956-022-09967-y. |
format | Online Article Text |
id | pubmed-9197723 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-91977232022-06-17 The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value Chiang, Feng-Kuang Zhang, Yicong Zhu, Dan Shang, Xiaojing Jiang, Zhujun J Sci Educ Technol Article As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM charity camp with the theme of “Shen Nong Tastes Herbs.” Participants included 113 third- and fourth-grade primary school students ranging from 8 to 12 years of age from four schools in Karamay, Xinjiang Uygur Autonomous Region with weak educational capabilities. The camp lasted for 3 days and included 7 activities, while remote teaching was accomplished through Dingtalk. Pre- and post-test questionnaires and interviews were used to explore the impact of this camp on students. We found that online STEM camps could improve students’ self-efficacy, computational thinking, and task value, and there is a significant improvement in the self-efficacy (p = 0.000) and task value (p = 0.001) dimensions. In addition, students with high self-efficacy had higher scores in the other two dimensions. Finally, we summarized the experiences and gains of students and teachers and proposed suggestions for developing online camps based on this experience. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10956-022-09967-y. Springer Netherlands 2022-06-15 2022 /pmc/articles/PMC9197723/ /pubmed/35730013 http://dx.doi.org/10.1007/s10956-022-09967-y Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Chiang, Feng-Kuang Zhang, Yicong Zhu, Dan Shang, Xiaojing Jiang, Zhujun The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title | The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title_full | The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title_fullStr | The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title_full_unstemmed | The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title_short | The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value |
title_sort | influence of online stem education camps on students’ self-efficacy, computational thinking, and task value |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9197723/ https://www.ncbi.nlm.nih.gov/pubmed/35730013 http://dx.doi.org/10.1007/s10956-022-09967-y |
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