Feeling Connected to Others Can Improve STEM Engagement скачать в хорошем качестве

Feeling Connected to Others Can Improve STEM Engagement

This short video explores research findings that preschool-aged children do better at a STEM task when they feel like they are part of a team or group. Transcript: Not yet created. Script used for recording is below (exact transcript may deviate slightly from this, so should review if desired for closed captioning etc.): Math is everywhere. Even in very simple activities like playing with puzzles or blocks, children are learning a lot about math. In fact, some researchers estimate that more than half of children’s natural playtime is spent playing a science or math-related activity. And it’s fun for them. It’s not like trying to convince kids to eat their Brussels sprouts – at an early age, children naturally engage in math and other STEM activities! But common stereotypes like “math is for boys” can limit children’s interest and motivation in STEM as they get older. And this matters, because early math skills—things like understanding shapes, sizes, and patterns—are among the strongest predictors of later academic success. How can we help children stay motivated in math and science? You can help by providing positive engagement with STEM activities for all children early on. Our research here at the Institute for Learning & Brain Sciences at the University of Washington suggests that one great way to do this is by calling in the help of our social brains. From the time we are born, we learn through social connections and learn best when we learn socially. It’s just how we’re wired. And that’s even true for STEM learning! To test this, we invited preschoolers into the lab one-by-one to play with some STEM activities like spatial puzzles. Each child played with the activity by themselves, but some were told that they were a member of a group, like “the Green Group” (and that the Green Group does STEM). They sat at a green table on a green colored chair with a little green flag, wearing a green t-shirt. They also got to add their photo to a poster on the wall showing pictures of other kids on the Green Group, all in their green shirts. Children who felt like they were part of a social group showed some really positive effects. On average, these children persisted longer, felt more competent, and were more successful at the STEM tasks. The really interesting thing is that the kids never even met their fictional teammates! Feeling like you belong is a key part of learning, and one that we can help ALL young children experience—we can all be part of the “Green Team”!