ABSTRACT

Background

Natural disasters, such as hurricanes, can have lasting impacts on a community

Purpose

This research evaluated how participation in an STEM education intervention after an ecological disaster affected students’ persistence, resilience, and STEM identity

Sample

Hurricane Florence impacted college students (N = 50) were recruited

Design and Methods

Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communities

Results

Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiences

Conclusion

These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.

中文翻译：

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佛罗伦萨之后的森林：一个非正式的社区参与的 STEM 研究项目促进了受灾学生的 STEM 认同

摘要

背景

飓风等自然灾害会对社区产生持久影响

目的

这项研究评估了生态灾难后参与 STEM 教育干预如何影响学生的毅力、韧性和 STEM 身份

样本

招募了受飓风佛罗伦萨影响的大学生（N = 50）

设计与方法

参与者在完成干预之前、期间和之后完成了预测试、测试后和每日日记测量，他们在干预中收集了受飓风影响的家庭社区的林业数据

结果

参与者在干预学习经历后报告了更高的 STEM 身份。在他们报告更多积极经历的日子里，他们对科学的日常兴趣和享受更高。对于复原力，对于男学生而非女学生而言，学习机会培养了复原力。男性学生在报告更积极的学习经历的日子里报告了更高的 STEM 身份

结论

这些发现突出了 STEM 教育学习机会的好处，特别是对受灾学生而言。