qualitative research title related to stem strand

299+ Brilliant Qualitative Research Topics for STEM Students

Unlock the doors to captivating qualitative research topics for STEM students. Delve into authentic narratives and firsthand encounters, illuminating perspectives beyond mere statistics.

Embark on this journey where numbers take a backseat, and human experiences steer the course. Imagine excavating undiscovered gems of wisdom, waiting to be unearthed.

Let’s kickstart this odyssey! Qualitative research beckons, offering a novel lens for STEM enthusiasts to navigate.

Table of Contents

How Do I Find Good Qualitative Research Topics for STEM Students?

STEM students, want to explore the human side of science, tech, engineering, and math? Here’s how:

Connect Science with People

See what folks think about cool tech like gene editing.
Look into tough choices scientists face, like testing on animals.
Explore how tech changes our daily lives.

Peek into STEM Pros’ Lives

Find out what motivates scientists and engineers.
Check out what challenges STEM students face.
See how teamwork works in STEM fields.

Get Friendly with Tech’s Human Side

Study how people use new gadgets.
See how tech affects our behavior, like on social media.
Look into who gets access to tech and why.

Where STEM Meets Society

Figure out how scientists can explain their work better.
Explore the rules that shape tech and science.
Think about how STEM ideas can help with big issues like climate change.

Tips for Awesome Research

Pick a part of STEM you love.
Make sure you’ve got what you need for your research.
Keep an eye on the news and new tech.

Ready to dive into the fascinating world where STEM meets humanity? Let’s go!

List of Qualitative Research Topics for STEM Students

Check out qualitative research topics for STEM:-

Public attitudes towards climate change policies.
Women’s experiences in STEM careers.
Cultural views on vaccination.
Citizen science impact on environmental efforts.
Interdisciplinary research team dynamics.
Public perceptions of genetic engineering.
Scientist experiences in extreme environments.
Alternative medicine acceptance.
Effectiveness of science outreach programs.
Cultural conservation practices and sustainability.
User experience with health monitoring devices.
Adoption of smart home tech across generations.
Challenges in using assistive technologies.
Social media’s impact on privacy.
Effects of digital gaming on cognition.
Attitudes towards autonomous vehicles.
Online learning user experiences.
Community dynamics in online platforms.
Access disparities in technology.
Technology’s role in environmental solutions.

Engineering

Public perception of renewable energy projects.
Engineers in humanitarian efforts.
Diversity challenges in engineering.
Traditional vs. modern construction attitudes.
Smart city initiatives’ stakeholder views.
Engineering roles in disaster response.
Usability in product design.
Diversity in engineering education.
Public opinion on nuclear energy.
Future of space exploration.

Mathematics

Math education for students with disabilities.
Cultural attitudes towards math.
Gender gap in math achievement.
Experiences in math competitions.
Math’s role in financial decision-making.
AI in mathematical modeling.
Teaching abstract math concepts.
Cultural approaches to math.
Math’s impact on job performance.
Math tutoring effectiveness.

Interdisciplinary

Bioethics in biomedical research.
Team collaboration in interdisciplinary research.
Cultural views on food science.
Challenges in interdisciplinary education.
STEM’s role in global challenges.
Science communication experiences.
STEM education reform effectiveness.
Indigenous knowledge and Western science.
STEM career development by culture.
AI and robotics in healthcare.

Health and Medicine

Patient experience with telemedicine.
Attitudes towards mental health treatment.
Socioeconomic factors in healthcare access.
Personalized medicine acceptance.
Healthcare workers during COVID-19.
Public opinion on vaccination.
End-of-life care cultural beliefs.
Alternative therapy in healthcare.
Medical decision-making experiences.
Chronic illness psychosocial impacts.

Environment and Sustainability

Community views on conservation efforts.
Environmental activism experiences.
Cultural adaptation to climate change.
Green infrastructure acceptance.
Renewable energy stakeholder perspectives.
Indigenous community environmental struggles.
Sustainable agriculture cultural practices.
Citizen science in environmental monitoring.
Water conservation attitudes.
Environmental sustainability and social justice.
Inquiry-based learning impact.
Girls’ STEM education views.
Teacher training effectiveness.
Tech use in early childhood education.
Homeschooling in STEM.
Project-based learning outcomes.
Parental involvement in STEM.
Inclusive STEM education challenges.
Informal STEM learning impacts.
Socio-economic status in STEM education.

Social Sciences and Psychology

Gender roles in STEM.
Stereotype threat effects in STEM.
Diversity initiatives effectiveness.
First-generation student experiences.
Public science skepticism.
Cultural attitudes towards authority in science.
Psychological factors in STEM career choice.
Mentorship impact in STEM.
Career change to STEM experiences.
Lifelong learning in STEM.

Economics and Business

Tech innovation’s economic impact.
Entrepreneurship views across cultures.
Diversity in STEM entrepreneurship.
STEM’s role in economic growth.
Small business sustainability efforts.
Government policies for STEM.
Intellectual property views.
Globalization’s impact on STEM.
Corporate social responsibility in STEM.
Workplace diversity challenges.

Policy and Governance

Science diplomacy effectiveness.
Tech regulation across cultures.
Evidence-based policymaking in crises.
Government surveillance ethics.
Scientist involvement in policy.
Science funding prioritization.
Environmental regulation approaches.
STEM education policy impacts.
Government science literacy efforts.
Equity in STEM resources.

Ethics and Philosophy

Gene editing ethics.
Animal testing ethics.
AI ethics considerations.
STEM’s role in climate ethics.
Whistleblower experiences.
Research integrity in STEM.
Informed consent cultural differences.
Professional ethics in STEM.
Global health ethics.
Ethical dilemmas in STEM careers.

Communication and Media

Public engagement strategies.
Science portrayal in media.
Social media’s science impact.
Narrative storytelling in science.
Online science engagement.
Science documentary impacts.
Cultural science education approaches.
Visual communication in science.
Humor in science communication.
Misinformation combat strategies.

Arts and Humanities

Art-science collaborations.
Cultural representation in science.
Storytelling’s impact on science.
Visual arts in science outreach.
Artist-in-residence programs.
STEAM education effectiveness.
Artistic interpretations of science.
Indigenous science storytelling.
Women and minority contributions in STEM.
Creativity in scientific inquiry.

Global Issues and Development

Development aid effectiveness.
Climate change adaptation views.
Indigenous knowledge in sustainability.
Grassroots STEM efforts.
International health collaboration.
Water resource management approaches.
Globalization’s impact on culture.
STEM entrepreneurship in developing regions.
Refugee access to STEM.

History and Heritage

Underrepresented groups in STEM history.
Science throughout history.
Science preservation in museums.
Colonialism’s impact on science.
Scientific exploration experiences.
Science portrayal in historical narratives.
Cultural STEM education history.
Oral traditions in science.
Women and minority contributions in history.
Science in political upheavals.

Future Trends and Emerging Technologies

Human enhancement tech ethics.
AI’s impact on employment.
Space exploration future.
Blockchain’s industry potential.
Early adopter experiences.
Biometric surveillance ethics.
Emerging tech regulation views.
Quantum tech’s potential.
Renewable energy future.
Technological disruptions preparation.

Urbanization and Infrastructure

Sustainable urban development views.
Transportation infrastructure acceptance.
Urbanization’s biodiversity impact.
Green infrastructure benefits.
Urban access disparities.
Affordable housing attitudes.
Urban planning cultural variations.
Community engagement in development.
Tech integration in urban infrastructure.
Circular economy adoption.

Healthcare and Biomedicine

Gene editing ethics considerations.
Personalized medicine views.
Social determinants of health impact.
Telemedicine expansion acceptance.
Clinical trial participant experiences.
Organ transplantation ethics.
End-of-life care cultural practices.
Global health governance challenges.
Traditional medicine cultural roles.
Healthcare worker pandemic experiences.

Education and Learning

STEM education innovation impact.
Tech in education acceptance.
Socioeconomic impacts on education.
Informal STEM learning effects.
Inclusive STEM education experiences.
Lifelong learning cultural views.
Cultural STEM education approaches.
Online learning challenges.
Hands-on research experiences.

These condensed topics offer clear starting points for STEM students looking to dive into qualitative research across various fields.

Interesting and Informative Research Topics For Senior High School STEM Students

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Here are the Qualitative Research Topics for STEM Students:

What Is An Example of Qualitative Research In Science?

Let’s embark on a scientific adventure that goes beyond charts and graphs, diving into the human side of climate change. Picture this: a qualitative research expedition that’s more about stories and emotions than cold, hard numbers.

The Climate Chronicles: Unveiling the Human Tale of Change

Our intrepid scientists set out not just to measure rising temperatures but to capture the heartbeat of a coastal community experiencing the frontline impacts of climate change.

Mission Objectives

Discover the personal stories of locals as they navigate the ebb and flow of changing tides. How has the rising sea level rewritten the chapters of their lives?
Explore the emotional landscape. What fears, hopes, and coping mechanisms emerge when faced with the unpredictable forces of climate change?
Weave through the cultural fabric of the community’s relationship with the environment. How do these changes resonate culturally and emotionally?
Highlight the community’s resilience. What communal efforts or practices have sprung up as a response to the environmental challenges?

Tools of Exploration

Researchers delved into personal narratives through one-on-one interviews, giving the community a platform to share their unique experiences.
Immerse yourself in the community’s daily life. Researchers became temporary residents, observing rituals, dynamics, and the heartbeat of the community.
Gather ’round for focus group discussions where shared experiences, challenges, and collective brainstorming took center stage.

Reading Between the Lines

Forget statistical jargon. Researchers uncovered recurring themes that resonated in the community’s stories, revealing the emotional and cultural layers of climate change.
Instead of drowning findings in numerical data, the researchers opted for a storytelling approach. Imagine presenting scientific findings as a captivating narrative.

What is the best research topic for stem students qualitative?

There isn’t a single “best” qualitative research topic for STEM students.

Choose what interests you

Explore human experiences in STEM.

Women in STEM careers.
Students’ views on teaching methods.
Ethical issues in scientific research.

Connect to a STEM area

Focus on a specific field like science, technology, engineering, or math.

Team communication in engineering.
Ethics in animal research.
Problem-solving in mathematics.

Be fresh and doable

Find a new angle and make sure you can research it.

Keep up with STEM news.
Ask professors for ideas.
Think about ethics and resources.

Choose a topic that excites you and lets you learn more about the human side of STEM.

What are the 10 examples of qualitative research?

Here are 10 simple and engaging qualitative research projects:

Student Loans: Talking with grads about their loan struggles.
Teacher Motivation: Chatting with teachers in low-income schools to understand why they stay.
Social Media and Body Image: Checking how athletes feel about their bodies online.
Street Art and Culture: Hanging with street artists to learn what art means to them.
Work and Retirement: Chatting with retirees about life after work.
New Medical Treatments: Hearing from patients about their treatment experiences.
Storytelling and Tradition: Listening to stories to understand culture.
Family Business Dynamics: Chatting with family members who work together.
Music Fan Communities: Exploring online music fan groups.
Women Entrepreneurs: Talking with female business owners about their challenges.

These projects give a peek into people’s lives and thoughts, making research interesting and relatable.

How do you choose a research topic in stem?

Navigating the vast landscape of STEM (Science, Technology, Engineering, and Math) for a research topic involves aligning your interests with project viability. Here’s a roadmap to guide you:

Discover Your Passion

Personal Connection: Explore what aspect of STEM ignites your curiosity—be it the wonders of nature, technological innovations, or mathematical elegance.
Real-World Relevance: Consider everyday challenges or global issues where STEM solutions could make a difference.

Ensure Feasibility and Focus

Scope: Keep your topic specific enough for thorough exploration within your available time and resources.
Data Accessibility: Assess if you can access the necessary information through surveys , existing data, experiments, or interviews.

Seek Originality and Significance

Fresh Perspective: Aim for a unique angle or approach to an existing topic, offering deeper insights or alternative methods.
Contribution to Knowledge: Evaluate how your research can fill a gap, propose solutions, or provide new interpretations in your field.

To spark ideas, explore these resources

Recent Scientific Discoveries: Scan news articles and scientific journals for recent breakthroughs that inspire further investigation.
Government Websites: Government agencies often highlight STEM challenges in areas like health, energy, or the environment, offering fertile ground for research.
Professor Consultations: Engage with professors in your field to learn about their ongoing research and seek guidance on potential topics.

Let’s dissect it: Qualitative research topics tailored for STEM students serve as gateways to the human dimension of science and technology. It’s about delving into real narratives, deciphering the essence of STEM, and grasping its intricacies.

Whether engaging in conversations with educators, examining the societal impact of technology, or grappling with profound ethical dilemmas, it all contributes to the journey. So, prepare to immerse yourself and uncover the human aspect within STEM!

Top 300+ Qualitative Research Topics For High School Students

100+ Most Interesting Google Scholar Research Topics For Students [Updated 2024]

161+ Exciting Qualitative Research Topics For STEM Students

Are you doing Qualitative research? Looking for the best qualitative research topics for stem students? It is a most interesting and good field for research. Qualitative research allows STEM (Science, Technology, Engineering, and Mathematics) students to delve deeper into complex issues, explore human behavior, and understand the intricacies of the world around them.

In this article, we’ll provide you with an extensive list of 161+ qualitative research topics tailored to STEM students. We’ll also explore how to find and choose good qualitative research topics, and why these topics are particularly beneficial for students, including those in high school.

Also Like To Read: 171+ Brilliant Quantitative Research Topics For STEM Students

Table of Contents

What Are Qualitative Research Topics for STEM Students

Qualitative research topics for stem students are questions or issues that necessitate an in-depth exploration of people’s experiences, beliefs, and behaviors. STEM students can use this approach to investigate societal impacts, ethical dilemmas, and user experiences related to scientific advancements and innovations.

Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research delves into the ‘whys’ and ‘hows’ of a particular phenomenon.

How to Find and Choose Good Qualitative Research Topics

Selecting qualitative research topics for stem students is a crucial step in the research process. Here are some tips to help you find and choose a suitable topic:

Passion and Interest: Start by considering your personal interests and passions. What topics within STEM excite you? Research becomes more engaging when you’re genuinely interested in the subject.
Relevance: Choose qualitative research topics for stem students. Look for gaps in the existing knowledge or unanswered questions.
Literature Review: Conduct a thorough literature review to identify the latest trends and areas where qualitative research is lacking. This can guide you in selecting a topic that contributes to the field.
Feasibility: Ensure that your chosen topic is feasible within the resources and time constraints available to you. Some research topics may require extensive resources and funding.
Ethical Considerations: Be aware of ethical concerns related to your qualitative research topics for stem students, especially when dealing with human subjects or sensitive issues.

Here are the most exciting and very interesting Qualitative Research Topics For STEM Students, high school students, nursing students, college students, etc.

Biology Qualitative Research Topics

Impact of Ecosystem Restoration on Biodiversity
Ethical Considerations in Human Gene Editing
Public Perceptions of Biotechnology in Agriculture
Coping Mechanisms and Stress Responses in Marine Biologists
Cultural Perspectives on Traditional Herbal Medicine
Community Attitudes Toward Wildlife Conservation Efforts
Ethical Issues in Animal Testing and Research
Indigenous Knowledge and Ethnobotany
Psychological Well-being of Conservation Biologists
Attitudes Toward Endangered Species Protection

Chemistry Qualitative Research Topics For STEM Students

Adoption of Green Chemistry Practices in the Pharmaceutical Industry
Public Perception of Chemical Safety in Household Products
Strategies for Improving Chemistry Education
Art Conservation and Chemical Analysis
Consumer Attitudes Toward Organic Chemistry in Everyday Life
Ethical Considerations in Chemical Waste Disposal
The Role of Chemistry in Sustainable Agriculture
Perceptions of Nanomaterials and Their Applications
Chemistry-Related Career Aspirations in High School Students
Cultural Beliefs and Traditional Chemical Practices

Physics Qualitative Research Topics

Gender Bias in Physics Education and Career Progression
Philosophical Implications of Quantum Mechanics
Public Understanding of Renewable Energy Technologies
Influence of Science Fiction on Scientific Research
Perceptions of Dark Matter and Dark Energy in the Universe
Student Experiences in High School Physics Classes
Physics Outreach Programs and Their Impact on Communities
Cultural Variations in the Perception of Time and Space
Role of Physics in Environmental Conservation
Public Engagement with Science Through Astronomy Events

Engineering Qualitative Research Topics For STEM Students

Ethics in Artificial Intelligence and Robotics
Human-Centered Design in Engineering
Innovation and Sustainability in Civil Engineering
Public Perception of Self-Driving Cars
Engineering Solutions for Climate Change Mitigation
Experiences of Women in Male-Dominated Engineering Fields
Role of Engineers in Disaster Response and Recovery
Ethical Considerations in Technology Patents
Perceptions of Engineering Education and Career Prospects
Students Views on the Role of Engineers in Society

Computer Science Qualitative Research Topics

Gender Diversity in Tech Companies
Ethical Implications of AI-Powered Decision-Making
User Experience and Interface Design
Cybersecurity Awareness and Behaviors
Digital Privacy Concerns and Practices
Social Media Use and Mental Health in College Students
Gaming Culture and its Impact on Social Interactions
Student Attitudes Toward Coding and Programming
Online Learning Platforms and Student Satisfaction
Perceptions of Artificial Intelligence in Everyday Life

Mathematics Qualitative Research Topics For STEM Students

Gender Stereotypes in Mathematics Education
Cultural Variations in Problem-Solving Approaches
Perception of Math in Everyday Life
Math Anxiety and Coping Mechanisms
Historical Development of Mathematical Concepts
Attitudes Toward Mathematics Among Elementary School Students
Role of Mathematics in Solving Real-World Problems
Homeschooling Approaches to Teaching Mathematics
Effectiveness of Math Tutoring Programs
Math-Related Stereotypes in Society

Environmental Science Qualitative Research Topics

Local Communities’ Responses to Climate Change
Public Understanding of Conservation Practices
Sustainable Agriculture and Farmer Perspectives
Environmental Education and Behavior Change
Indigenous Ecological Knowledge and Biodiversity Conservation
Conservation Awareness and Behavior of Tourists
Climate Change Perceptions Among Youth
Perceptions of Water Scarcity and Resource Management
Environmental Activism and Youth Engagement
Community Responses to Environmental Disasters

Geology and Earth Sciences Qualitative Research Topics For STEM Students

Geologists’ Risk Perception and Decision-Making
Volcano Hazard Preparedness in At-Risk Communities
Public Attitudes Toward Geological Hazards
Environmental Consequences of Extractive Industries
Perceptions of Geological Time and Deep Earth Processes
Use of Geospatial Technology in Environmental Research
Role of Geology in Disaster Preparedness and Response
Geological Factors Influencing Urban Planning
Community Engagement in Geoscience Education
Climate Change Communication and Public Understanding

Astronomy and Space Science Qualitative Research Topics

The Role of Science Communication in Astronomy Education
Perceptions of Space Exploration and Colonization
UFO and Extraterrestrial Life Beliefs
Public Understanding of Black Holes and Neutron Stars
Space Tourism and Future Space Travel
Impact of Space Science Outreach Programs on Student Interest
Cultural Beliefs and Rituals Related to Celestial Events
Space Science in Indigenous Knowledge Systems
Public Engagement with Astronomical Phenomena
Space Exploration in Science Fiction and Popular Culture

Medicine and Health Sciences Qualitative Research Topics

Patient-Physician Communication and Trust
Ethical Considerations in Human Cloning and Genetic Modification
Public Attitudes Toward Vaccination
Coping Strategies for Healthcare Workers in Pandemics
Cultural Beliefs and Health Practices
Health Disparities Among Underserved Communities
Medical Decision-Making and Informed Consent
Mental Health Stigma and Help-Seeking Behavior
Wellness Practices and Health-Related Beliefs
Perceptions of Alternative and Complementary Medicine

Psychology Qualitative Research Topics

Perceptions of Body Image in Different Cultures
Workplace Stress and Coping Mechanisms
LGBTQ+ Youth Experiences and Well-Being
Cross-Cultural Differences in Parenting Styles and Outcomes
Perceptions of Psychotherapy and Counseling
Attitudes Toward Medication for Mental Health Conditions
Psychological Well-being of Older Adults
Role of Cultural and Social Factors in Psychological Well-being
Technology Use and Its Impact on Mental Health

Social Sciences Qualitative Research Topics

Political Polarization and Online Echo Chambers
Immigration and Acculturation Experiences
Educational Inequality and School Policy
Youth Engagement in Environmental Activism
Identity and Social Media in the Digital Age
Social Media and Its Influence on Political Beliefs
Family Dynamics and Conflict Resolution
Social Support and Coping Strategies in College Students
Perceptions of Cyberbullying Among Adolescents
Impact of Social Movements on Societal Change

Interesting Sociology Qualitative Research Topics For STEM Students

Perceptions of Racial Inequality and Discrimination
Aging and Quality of Life in Elderly Populations
Gender Roles and Expectations in Relationships
Online Communities and Social Support
Cultural Practices and Beliefs Related to Marriage
Family Dynamics and Coping Mechanisms
Perceptions of Community Safety and Policing
Attitudes Toward Social Welfare Programs
Influence of Media on Perceptions of Social Issues
Youth Perspectives on Education and Career Aspirations

Anthropology Qualitative Research Topics

Traditional Knowledge and Biodiversity Conservation
Cultural Variation in Parenting Practices
Indigenous Language Revitalization Efforts
Social Impacts of Tourism on Indigenous Communities
Rituals and Ceremonies in Different Cultural Contexts
Food and Identity in Cultural Practices
Traditional Healing and Healthcare Practices
Indigenous Rights and Land Conservation
Ethnographic Studies of Marginalized Communities
Cultural Practices Surrounding Death and Mourning

Economics and Business Qualitative Research Topics

Small Business Resilience in Times of Crisis
Workplace Diversity and Inclusion
Corporate Social Responsibility Perceptions
International Trade and Cultural Perceptions
Consumer Behavior and Decision-Making in E-Commerce
Business Ethics and Ethical Decision-Making
Innovation and Entrepreneurship in Startups
Perceptions of Economic Inequality and Wealth Distribution
Impact of Economic Policies on Communities
Role of Economic Education in Financial Literacy

Good Education Qualitative Research Topics For STEM Students

Homeschooling Experiences and Outcomes
Teacher Burnout and Coping Strategies
Inclusive Education and Special Needs Integration
Student Perspectives on Online Learning
High-Stakes Testing and Its Impact on Students
Multilingual Education and Bilingualism
Perceptions of Educational Technology in Classrooms
School Climate and Student Well-being
Teacher-Student Relationships and Their Effects on Learning
Cultural Diversity in Education and Inclusion

Environmental Engineering Qualitative Research Topics

Sustainable Transportation and Community Preferences
Ethical Considerations in Waste Reduction and Recycling
Public Attitudes Toward Renewable Energy Projects
Environmental Impact Assessment and Community Engagement
Sustainable Urban Planning and Neighborhood Perceptions
Water Quality and Conservation Practices in Residential Areas
Green Building Practices and User Experiences
Community Resilience in the Face of Climate Change
Role of Environmental Engineers in Disaster Preparedness

Why Qualitative Research Topics Are Good for STEM Students

Deeper Understanding: Qualitative research encourages STEM students to explore complex issues from a human perspective. This deepens their understanding of the broader impact of scientific discoveries and technological advancements.
Critical Thinking: Qualitative research fosters critical thinking skills by requiring students to analyze and interpret data, consider diverse viewpoints, and draw nuanced conclusions.
Real-World Relevance: Many qualitative research topics have real-world applications. Students can address problems, inform policy, and contribute to society by investigating issues that matter.
Interdisciplinary Learning: Qualitative research often transcends traditional STEM boundaries, allowing students to draw on insights from psychology, sociology, anthropology, and other fields.
Preparation for Future Careers: Qualitative research skills are valuable in various STEM careers, as they enable students to communicate complex ideas and understand the human and social aspects of their work.

Qualitative Research Topics for High School STEM Students

High school STEM students can benefit from qualitative research by honing their critical thinking and problem-solving skills. Here are some qualitative research topics suitable for high school students:

Perceptions of STEM Education: Investigate students’ and teachers’ perceptions of STEM education and its effectiveness.
Environmental Awareness: Examine the factors influencing high school students’ environmental awareness and eco-friendly behaviors.
Digital Learning in the Classroom: Explore the impact of technology on learning experiences and student engagement.
STEM Gender Gap: Analyze the reasons behind the gender gap in STEM fields and potential strategies for closing it.
Science Communication: Study how high school students perceive and engage with popular science communication channels, like YouTube and podcasts.
Impact of Extracurricular STEM Activities: Investigate how participation in STEM clubs and competitions influences students’ interest and performance in science and technology.

In essence, these are the best qualitative research topics for STEM students in the Philippines and are usable for other countries students too. Qualitative research topics offer STEM students a unique opportunity to explore the multifaceted aspects of their fields, develop essential skills, and contribute to meaningful discoveries. With the right topic selection, a strong research design, and ethical considerations, STEM students can easily get the best knowledge on exciting qualitative research that benefits both their career growth. So, choose a topic that resonates with your interests and get best job in your interest field.

55 Brilliant Research Topics For STEM Students

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper or write my research paper , below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

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Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

The effectiveness of online learning over physical learning
The rise of metabolic diseases and their relationship to increased consumption
How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students.

A study of the effect of digital technology on millennials
A futuristic study of a world ruled by robotics
A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

An exploration into how microbial factories result in the cause shortage in raw metals
An experimental study on the possibility of older-aged men passing genetic abnormalities to children
A critical evaluation of how genetics could be used to help humans live healthier and longer.

Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

A study of nuclear fusion and fission
An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

Impacts of alcohol addiction on the psychological life of humans
The popularity of depression and schizophrenia amongst the pediatric population
The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

How population impacts energy-saving strategies
The application of an Excel table processor capabilities for cost calculation
A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

Can pancreatic gland transplantation cure diabetes?
A study of improved living conditions and obesity
An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

A study of protease inhibitor and how it operates
A study of how men’s exercise impacts DNA traits passed to children
A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

How can the problem of Space junk be solved?
Can meteorites change our view of the universe?
Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

A comparative study of social media addiction and adverse depression
The human effect of the illegal use of formalin in milk and food preservation
An evaluation of the human impact on the biosphere and its results
A study of how fungus affects plant growth
A comparative study of antiviral drugs and vaccine
A study of the ways technology has improved medicine and life science
The effectiveness of Vitamin D among older adults for disease prevention
What is the possibility of life on other planets?
Effects of Hubble Space Telescope on the universe
A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

How do magnetic fields impact plant growth?
Do the different colors of light impact the rate of photosynthesis?
How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

A study of how plants conduct electricity
How does water salinity affect plant growth?
A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

An evaluation of artificial gravity and how it impacts seed germination
An exploration of the steps taken to develop the Covid-19 vaccine
Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

A study of stem cell treatment
How can molecular biological research of rare genetic disorders help understand cancer?
How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

How does Covid-19 impact immune-compromised people?
Soil temperature and how it affects root growth
Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

The scientific information concept and its role in conducting scientific research
The role of mathematical statistics in scientific research
A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

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QUALITATIVE RESEARCH IN STEM EDUCATION: Studies of Equity, Access and Innovation

Qualitative Research in STEM Education examines the ground-breaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in STEM, most notably minority students and women. Investigations ito these issues, as well as the high dropout rate among engineering students and issues of academic integrity in STEM, come with detailed explanations of the study methodologies used in each case. Contributors also provide personal narratives that share their perspectives on the benefits of qualitative research methodologies for the topics explored. Through a variety of qualitative methodologies, including participatory action research, indigenous research, and critical ethnography, this volume aims to reveal and remedy the inequalities within STEM education today.

Students’ perceptions of STEM learning after participating in a summer informal learning experience

Thomas Roberts ORCID: orcid.org/0000-0002-9521-5877 1 ,
Christa Jackson 2 ,
Margaret J. Mohr-Schroeder 3 ,
Sarah B. Bush 4 ,
Cathrine Maiorca 5 ,
Maureen Cavalcanti 6 ,
D. Craig Schroeder 7 ,
Ashley Delaney 2 ,
Lydia Putnam 3 &
Chaise Cremeans 8

International Journal of STEM Education volume 5 , Article number: 35 ( 2018 ) Cite this article

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Informal learning environments increase students’ interest in STEM (e.g., Mohr‐Schroeder et al. School Sci Math 114: 291–301, 2014) and increase the chances a student will pursue a STEM career (Kitchen et al. Sci Educ 102: 529–547, 2018). The purpose of this study was to examine the impact of an informal STEM summer learning experience on student participants, to gain in-depth perspectives about how they felt this experience prepared them for their in-school mathematics and science classes as well as how it influenced their perception of STEM learning. Students’ attitudes and perceptions toward STEM are affected by their motivation, experience, and self-efficacy (Brown et al. J STEM Educ Innov Res 17: 27, 2016). The academic and social experiences students’ have are also important. Traditionally, formal learning is taught in a solitary form (Martin Science Education 88: S71–S82, 2004), while, informal learning is brimming with chances to connect and intermingle with peers (Denson et al. J STEM Educ: Innovations and Research 16: 11, 2015).

We used a naturalistic inquiry, phenomenological approach to examine students’ perceptions of STEM while participating in a summer informal learning experience. Data came from students at the summer informal STEM learning experiences at three diverse institutions across the USA. Data were collected from reflection forms and interviews which were designed to explore students’ “lived experiences” (Van Manen 1990 , p. 9) and how those experiences influenced their STEM learning. As we used a situative lens to examine the research question of how participation in an informal learning environment influences students’ perceptions of STEM learning, three prominent themes emerged from the data. The informal learning environment (a) provided context and purpose to formal learning, (b) provided students opportunity and access, and (c) extended STEM content learning and student engagement.

Conclusions

By using authentic STEM workplaces, the STEM summer learning experience fostered a learning environment that extended and deepened STEM content learning while providing opportunity and access to content, settings, and materials that most middle level students otherwise would not have access to. Students also acknowledged the access they received to hands-on activities in authentic STEM settings and the opportunities they received to interact with STEM professionals were important components of the summer informal learning experience.

In the United States, we currently face a shortage of science, technology, engineering, and mathematics (STEM) majors and graduates (National Science Board 2016 ; The Committee on STEM Education National Science and Technology Council 2013 ) while at the same time STEM occupations are expected to grow (Langdon et al. 2011 ; U.S. Bureau of Labor Statistics 2018 ). This two-fold issue necessitates STEM education in the U.S. becomes and remains a priority. According to the National Research Council ( 2011 ), this priority must include broadening women’s and minorities’ participation in STEM and increasing STEM literacy for all students, regardless of whether they plan to pursue a STEM major or career. Informal learning environments have been shown to increase students’ interest in STEM (e.g., Mohr-Schroeder et al. 2014 ) and have been shown to increase the chances a student will pursue a STEM career (Kitchen et al. 2018 ; Kong et al. 2014 ).

Researchers identify interest and motivation as important components in inspiring students to pursue STEM learning because it contributes to students’ learning and success in retaining STEM content (Bell et al. 2009 ). In response to President Barack Obama’s Call to Action (The President’s Council of Advisors on Science and Technology (PCAST 2010 ), states, school districts, and individual schools, as well as researchers in the United States (U.S.) have increased their focus on improving students’ motivation and interest in STEM, particularly at the middle school level. According to Brown et al. ( 2016 ), the educational deficit in STEM areas has led to a workforce gap in many STEM professions. Informal learning environments can support student STEM knowledge and skills (e.g., Denson et al. 2015 ), positively impact student interest in STEM (e.g., Denson et al. 2015 ; Mohr-Schroeder et al. 2014 ), and increase the likelihood to pursue a STEM career while attending college (Kitchen et al. 2018 ; Kong et al. 2014 ).

Targeting elementary and middle school students for STEM

Studies have shown that students who have an increased interest in science, mathematics, and engineering in the early years of their education are more likely to pursue that interest resulting in a STEM-related career (After-School Alliance 2015 ). Unfortunately, before the eighth grade, many students have concluded that the STEM subjects are too challenging, boring, and/or uninteresting (PCAST 2010 ), which limits their participation in STEM subjects and activities. Research has shown the importance of motivating students to learn STEM content in the elementary and middle grades. “Students who express interest in STEM in eighth grade are up to three times more likely to ultimately pursue STEM degrees later in life than students who do not express such an interest” (PCAST 2010 , p. 19). Research has shown that students’ learning is delayed during summer breaks (McCombs et al. 2011 ), and students from low-socioeconomic households have more knowledge loss during summer months due to their lack of access to summer learning. Furthermore, summer learning deficits are accumulated and by ninth grade, two-thirds of the receivement gap (Chambers 2009 ) among low socioeconomic students can be attributed to unequal access to summer learning experiences (Alexander et al. 2007 ; McCombs et al. 2011 ). Therefore, it is imperative to prepare and inspire each and every student, specifically students of color, females, and students from low socioeconomic backgrounds, to learn STEM (PCAST 2010 ).

Informal learning experiences

Informal STEM learning experiences have the potential to support students’ learning and engagement in a formal STEM learning environment. Informal STEM learning experiences address the limitations of the formal school experience by providing opportunities (Bell et al. 2009 ; Meyers et al. 2013 , Popovic and Lederman 2015 ) that build students’ awareness of and interest in the STEM fields. Students who struggle in the formal and more traditional STEM courses tend to be more interested and motivated in STEM when it is presented in a more engaging, hands-on way. Informal STEM learning environments are naturally composed in a way to promote learning through real-world modeling and examples (Martin 2004 ; Meredith 2010 ; Popovic and Lederman 2015 ). Informal STEM learning environments also help students understand concepts and their ability to recall information (Allsopp et al. 2007 ; Popovic and Lederman 2015 ). Participation in short-term STEM summer experiences (Bell et al. 2009 ; Kitchen et al. 2018 ; King 2017 ; Mohr-Schroeder et al. 2014 ) or other long-term informal STEM programs (After-School Alliance 2011 ; Baran et al. 2016 ; Barker et al. 2014 ; Klanderman et al. 2013 ; Massey and Lewis 2011 ) have been shown to increase students’ interest in STEM.

Factors that influence students’ perceptions of STEM

Students’ attitudes and perceptions toward STEM are affected by their motivation, experience, and self-efficacy (Brown et al. 2016 ; Turner and Patrick 2004 ; Weinberg et al. 2011 ). Brown et al. ( 2016 ) studied the relationships between STEM curriculum and students’ attitudes and found student interest played a more important role in intention to persist in STEM when compared with self-efficacy. These discrepancies may be remedied by exposing students to a greater longevity of experience with activities which foster self-determination and interest-led, inquiry-based projects (Boekaerts 1997 ; Honey et al. 2014 ; Moote et al. 2013 ).

The academic and social experiences students’ have are also important. More specifically, middle level students are especially impacted by peers because:

During adolescence, students are often reluctant to do anything that causes them to stand out from the group, and many middle-grades students are self-conscious and hesitant to expose their thinking to others. Peer pressure is powerful, and a desire to fit in is paramount. (NCTM, 2000 , p. 268)

Traditionally, formal learning is taught in a solitary form (Martin 2004 ), while informal learning is brimming with chances to connect and intermingle with peers (Barker et al. 2014 ; Denson et al. 2015 ; Klanderman et al. 2013 ).

Many educators approach work with students through a problem-solving framework to develop positive STEM perceptions. The STEM Task Force Report ( 2014 ) argued for the use of problem-solving and project-based frameworks because of their use of “real-world issues [which] can enhance motivation for learning and improve student interest, achievement, and persistence” (p. 9). Important to the positive STEM perception development of underrepresented students in STEM are opportunities to participate in authentic STEM learning experiences. For these reasons, a need exists for informal learning environments, such as the See Blue See STEM model , to provide students with meaningful exposure to a STEM community in which to participate, practice, and belong (O'Connell et al. 2017 ).

Our work directly aligns to the priorities outlined by the National Research Council as we provide informal STEM learning opportunities to elementary and middle school students—focusing on students from underrepresented populations in STEM (i.e., Black, Latinx, Native American, and females). We believe in STEM literacy for each and every student is feasible and can be supported by access and opportunities to authentic learning experiences. The purpose of this study is to examine the impact of an informal STEM summer learning experience on student participants, to gain in-depth perspectives about how students perceived this experience prepared them for their in-school mathematics and science classes as well as how it influenced their perception of STEM learning. The research question for this study was: How does participating in an informal learning environment influence middle level students’ perceptions of STEM learning?

Theoretical framework

To examine how participation in an informal learning environment influences students’ perceptions of STEM learning, we used situated learning theory. Situated learning and related theoretical perspectives (i.e., cognitive apprenticeship) have been utilized in investigating the connections between informal learning and STEM education (e.g., Larkins et al. 2013 ). More generally, situated learning has been used to study learning and attitudes toward STEM (e.g., Guzey et al. 2016 ). Applied to perceptions of STEM learning, such a theoretical lens allows the experiences of students to be explored in the context of the authentic activity where students experience STEM learning.

Central to the situated perspective is how interactions between learner and environment (Brown et al. 1989 ; Kirshner and Whitson 1997 ; Lave 1991 ; Lave and Wenger 1991 ), mediated by social interactions create opportunities for learners to acquire knowledge. The learning that occurs arises from legitimate peripheral participation (Lave 1991 ; Lave and Wenger 1991 ) in authentic activity (Brown et al. 1989 ). Through opportunities to acquire and apply knowledge and practice skills, learners develop deeper understandings (Brown et al. 1989 ) from the meaningful context in which those opportunities exist (Luehmann 2009 ; Sullivan 2008 ). The community is an essential element of the meaningful context and is a powerful vehicle for transforming perspectives and understandings (e.g., Johri and Olds 2011 ). Informal learning promotes access and opportunities to participate in authentic STEM learning, and therefore, influences perceptions (NRC 2009 ).

Situated STEM learning results from an integration of STEM content within a community practice where “learning is authentic and relevant, therefore representative of an experience found in actual STEM practice” (Kelley and Knowles 2016 , p. 4). The See Blue See STEM model is one such informal environment, with targeted efforts to reach student populations underrepresented in STEM and capitalize on the transformational potential of engaging students in hands-on interactive sessions with STEM professionals. The STEM teaching and learning summer experience mirrors that of the work of professionals in the field. Employing a situative perspective in this study provides a context for broadening understanding of how authentic experiences in an informal environment can transform students’ perceptions toward STEM learning across contexts.

We used a naturalistic inquiry, phenomenological approach to examine students’ perceptions of STEM while participating in a summer informal learning experience. Naturalistic inquiry, falling in the constructivist paradigm, allows for multiple realities to be created by the students (Lincoln and Guba 1985 ). The meanings students create are constructed by their participation in specific settings (Crotty 1998 ). The phenomenological approach allowed us to focus on the “lived experience” of student participants in an informal learning environment (Creswell 2014 ). Students’ participation in the informal learning environment allows for the meaning students place on their experiences to be investigated (Merriam 2009 ).

See blue see STEM summer informal learning experience model

The See Blue See STEM Summer Experience is a 1-week summer informal STEM learning experience for middle level students. Founded in 2010 in Kentucky, the See Blue See STEM model provides a variety of STEM content experiences for students to participate during the summer to spark their interest in STEM. The See Blue See STEM model’s goal is to expose middle level students, particularly underrepresented populations, to a variety of STEM fields and STEM professionals in their workplace environment through authentic, hands-on instruction to increase students’ interest in a STEM career. The See Blue See STEM model was named a Top 5 model for Broadening Participation at the 2015 EPSCoR National Conference (Mohr-Schroeder 2015 ), and was replicated at Iowa State University and California State University—Long Beach during Summer 2017.

Throughout the See Blue See STEM model, focus is given to ensure high-quality, authentic, hands-on sessions with STEM content faculty from Colleges of Engineering, Education, Arts and Sciences, Medicine, as well as STEM professionals and/or informal STEM learning partners. The selection of presenters, which varies from year-to-year, provides opportunities for students to engage in a variety of STEM fields in their authentic research environments. The eight mathematical practices (NGA Center for Best Practices and CCSSO 2010 ) and the eight science and engineering practices (NGSS Lead States 2013 ) are present throughout the sessions.

In the See Blue See STEM model, all students participate in robotics (e.g., Lego Mindstorm EV3, Vex) or EDISON, which provides an engaging and motivating platform for students to actively build, explore, investigate, inquire, and communicate together to develop their programming and problem-solving skills. Curriculum topics and content are different each year in order to allow repeating students to have exposure to a variety of STEM content. In addition, the students engage in different content sessions each day. Students engage in robotics or EDISON every day for 3 hours and content sessions the other 3 hours of the day (see Table 1 for a sample 2-day schedule). This model, similar to Kelley and Knowles’ ( 2016 ) approach to STEM, allows students to work in a community of practice that is situated in authentic contexts and facilitated by a STEM expert.

For example, California State University-Long Beach students completed the Follow the Flow Challenge with local engineers from a community partner organization. The local engineers from a community partner introduced engineering and described the career paths and college courses they took to become engineers. Then they introduced the challenge, Follow the Flow , where students designed and built “a water flow system to move beads through terraced layers” (Finio 2018 ). The engineers engaged with the students and supported them as they completed the engineering design process. As students designed, built, and tested their structures, the engineers fostered their thinking and allowed them to engage in both the Standards for Mathematical Practice (e.g., attend to precision) and NGSS Science and Engineering Practices (e.g., planning and carrying out investigations).

At the University of Kentucky, students modeled with 3-D pens. This session was facilitated by a professor of mathematics education, and the students used 3-D pens to create a variety of three-dimensional mathematical shapes (e.g., cube, dodecahedron, pyramid). Once students created and named the shapes, they were challenged to design structures that incorporated those shapes. The students designed, built, and improved their structures while attending to the mathematically important shapes they were using. This allowed them to engage in the engineering design process while also utilizing the SMPs (e.g., modeling with mathematics and using appropriate tools strategically) and the NGSS Science and Engineering Practices (such as planning and carrying out investigations and obtaining, evaluating, and communicating information) in a community of practice.

These examples illustrate the pedagogical approach used within the See Blue See STEM model. The students engage in authentic activities that are facilitated by experts in the field. Students work in a community of practice to plan, create, and refine their ideas by using the engineering design process. Technological tools are used when appropriate, such as the 3-D pens to create structures. Mathematics and science content knowledge is applied, while the emphasis is placed on the practices of these domains. In other words, students are engaging in the processes that are important components of the disciplines.

Participants

In order to recruit students to attend the summer informal STEM learning experience, an informational flyer and website address is sent out via statewide listservs and to middle schools in the region where the summer experience is held. Although the summer experience is open to all students, the camp focuses on attracting underrepresented populations in STEM fields, especially females and students of color. We define underrepresented populations in STEM fields as female, Black, Hispanic/Latinx, American Indians or Alaska Natives, and Native Hawaiians or Other Pacific Islanders (National Science Foundation 2017 ). The directors of the summer learning experiences work directly with family resource directors at each of the area high needs elementary and middle schools in order to identify and specially invite underrepresented students. These students are guaranteed a place in the camp, provided a scholarship based on financial need, and provided transportation, if needed, to and from camp.

The summer informal STEM learning experience was comprised of incoming 5th–8th graders at all three sites. According to students’ self-identified data, the one institution’s summer experience population between 2012 and 2017 was 39% females, 8% Black, 5% Asian, 1% Hispanic/Latinx, 75% White, 5% other (e.g., mixed race), 6% no response, and 43% from underrepresented populations in STEM. The second institution’s summer experience population in 2017 was 55% females, 36% Black, 6% Asian, 39% Hispanic/Latinx, 15% White, and 3% other (e.g., mixed race), and 91% from underrepresented populations in STEM. The summer experience population in 2017 at the third institution was 59% females, 76% Hispanic/Latinx, 12% Asian, 12% other (e.g., mixed race), and 94% from underrepresented populations in STEM.

Data collection

Data for this paper came from students at the summer informal STEM learning experiences at the three diverse institutions across the United States. Data were collected from reflection forms and interviews which were designed to explore students’ “lived experiences” (Van Manen 1990 , p. 9) and how those experiences influenced their STEM learning. During the last 2 days of the week of the summer informal learning experience, student participants, for which we had IRB consent and assent, participated in a semi-structured interview lasting approximately 5 min each. The interview protocol was refined by the authors year to year to better ascertain students’ experiences and perceptions (see Table 2 for the latest interview protocol). The interviews were conducted during the 2015, 2016, and 2017 summer informal STEM learning experiences. Over 40% of students were interviewed to gain an understanding of students’ perceptions of STEM, what they enjoyed most about the STEM learning experience, what was most challenging, and how the informal learning experience will help them in their STEM classes in a formal school setting. The interviews were audio recorded. The interviewer also took notes to conduct member checks during and at the end of the interview.

In addition, the student participants completed a session reflection form (Fig. 1 ) at the end of each STEM content session (i.e., once a day). The STEM content session reflection was a handwritten by the students and were given to the students during the 2012, 2013, 2014, 2015, 2016, and 2017 summer informal STEM learning experiences. The purpose of the form was to collect students’ perceptions of the STEM content session, what the students learned, and provide feedback to the presenters. This data collection process occurred across all three sites. The final data set for this paper consisted of 320 qualitative artifacts. Of the 320 artifacts, 254 were unique interview transcripts from students across all 3 sites, with the majority (85%) coming from the founding site. Seventy-eight percent (197 of 254) of the students interviewed were from underrepresented populations in STEM. The remaining artifacts (66) were session reflections from across all 3 sites, with the majority (85%) coming from the founding site.

Daily reflection and feedback form the students completed after each session

Data analysis

All data were transcribed and a pseudonym was assigned to each participant. In order to create a reflection artifact, we took the transcribed session reflections from each unique participant in a content session offered in the summer informal learning experience and created one document with all participant reflections contained within it. For example, for the engineering design session at one university, all session reflections for that content session were combined together into one document to create a rich artifact that would help the authors draw out the “lived experience” of the students during that particular session.

We used an inductive approach to analyze the data, which incorporated systematic methods of managing data through reduction, organization, and connection (Dey 1993 ; LeCompte 2000 ). One member of the research team used initial coding to develop an early code list (Saldaña 2016 ). The initial coding primarily employed descriptive coding, “summarizing in a word or short phrase… the basic topic of a passage of qualitative data” (Saldaña 2016 , p. 102). During this first cycle coding process, the descriptions began to paint a picture of the students’ most salient perceptions related to their participation in the summer informal STEM learning experience.

We, then, used the preliminary codes to establish further codes, which were used to code an initial set of interview transcripts and reflections. The entire author team then met to review the list of codes and revise the codes as necessary. All disagreements were discussed until a consensus was reached. Once a consensus was reached on the codes, a subset of the researchers ( n = 4) coded the interviews and reflections using Dedoose (Dedoose Version 8.0.35 2018 ). Inter rater and intra rater reliability standards were set at 90% agreement. All four researchers exceeded the threshold of 90% agreement on both intra rater (ranged from 91 to 94%) and inter rater reliability (94.3%) which exceeded the minimum threshold of 90% needed for reliability analyses (James et al. 1993 ).

After the data were coded, four of the researchers conducted second cycle coding by pattern coding to appropriately group and label similarly coded data as a way to attribute meaning (Saldaña 2016 ). Pattern coding helped the researchers identify common themes, as well as divergent cases, looking across categories to see if there are underlying patterns to the responses (Delamont 1992 ). Once the initial themes were drafted, the entire research team reviewed the themes and supporting data to add clarity and content validity to the themes. During this review process, important questions were raised about the appropriateness of the themes and whether they were well supported. This process resulted in further identification of metathemes. All discrepancies were resolved during the final development of the overall themes.

Results and discussion

As we used a situative lens to examine the research question of how participation in an informal learning environment influences students’ perceptions of STEM learning, three prominent themes emerged from the data. The informal learning environment (a) provided context and purpose to formal learning, (b) provided students opportunity and access, and (c) extended STEM content learning and student engagement.

Context and purpose to formal learning

During the STEM summer learning experience, students programmed Lego robotics and completed several challenges. They were able to witness the applicability of STEM content. Jude explained, “I learned how to program and make robots, and I also learned how to use science and technology and math and engineering to build them” (Interview 2017). The students were at ease learning the STEM disciplines because they knew they were not learning the content in isolation. For example, Janae stated, “I learned a lot about mathematics. Like, the robotics. There’s a lot of logic in it, you know.” (Interview 2016). Luis further elaborated he had to “calculate how far it [the robot] is from the wall. And how far from the object… It [taught] me how to measure things more like without really thinking about it that much” (Interview 2016). The students recognized the importance of the STEM disciplines, and applied those skills to accomplish specific tasks during the robotics sessions.

Not only were the students able to apply STEM content to solve problems, they were able to see how what they were learning during the STEM summer learning experience was preparing them to be successful in the formal school setting. For example Kya explained,

I’m really interested in science and math, and so this place really helped me get ready for this year, this coming school year. I learned [many] things about science than I thought I would because almost every material is a polymer. I saw what smoking can do to your lungs and that is going to help me with health this year. Because my health teacher she like talks about how to stay healthy, what not to do, we have a conversation about drugs in the middle of the year. And so this is really going to help me. (Interview 2017)

Kya realized she would be able to take the knowledge she gained from camp and use it in her science and health classes. Similarly, James argued that one cannot do engineering without mathematics.

Engineering also focuses on math–like how if you measure a plane, if you measure the length or width of a plane, it shows… like the length and width, like base times height, length times width, stuff like that. And then you can do the math. Cuz [sic] in order to build a plane [you have] to do math, so it shows you different ways to do math problems while doing fun things. (Interview 2015)

It is important to note that students expressed they did not understand why they had to learn mathematics or science in school. To them, these subjects were disconnected from the real world, and they had to take the classes because that was what they were told they had to do in school. However, Erin articulated the importance of knowing the applicability of the discipline.

It’s helping me, and like showing me when I will need to use that math in real life problems, and it’s like helping me like understand why we need to learn math because I don’t like math very much. (Interview 2016)

The STEM summer learning experience provided a reason for students, like Erin, to learn subjects like mathematics in school, particularly for students who do not necessarily like the subject. Leslie agreed with Erin on how the camp provided meaning to the mathematics they were learning in school.

It's incorporating some of the math we've already learned into like STEM.It's giving us different ways to like apply the math that we will learn. So that we know why different equations or whatever what they’re for engineering would use some of the stuff like how to apply it into everyday life. So, it kind of gives meaning behind it. (Interview 2015)

The applicability of the activities completed during the STEM summer learning experience not only provided more context for the subjects students have in school, it also gave credence to help students understand why they learn the subjects in school. Luis commented the STEM summer learning experience helps “me in math classes because it gives me different scenarios to work with, and it helps me look at the problem in different ways not just in the same ordinary way” (Interview 2016). David realized mathematics involves more than understanding the basics. He suggested, “math isn’t all about like just 1 plus 1 stuff. It also involves calculating lots of things, not just equations” (Interview 2016). Shelby summarized the sentiments of many students in the camp,

I guess I feel like it’s giving us new ways to understand and see things, and it’s giving us things that we haven’t learned about; we’re just kinda getting it into our brains so we’re more prepared for our science classes. And, I just feel like it’s preparing us for what what’s going to be ahead of us and giving us ways to see things. (Interview 2016)

The students’ perceptions of the activities helped them to not only understand the purpose of the content they were learning, but realize the connections to what they are learning during the STEM summer learning experience can help them excel in the subjects they learn in school. In other words, providing the same content in a new environment was a catalyst for a positive change in how the students perceived future STEM content.

Opportunity and access

Students recognized access to STEM curriculum and materials was often limited because of funding and resources in public schools. Cristina pointed to the lack of technology in her small, rural school as a major barrier to accessing STEM content. “I don’t have a lot of robotics in my school or computer things, and so I don’t learn a lot about these topics” (Interview 2017). Other schools offered STEM content such as robotics as an elective or after school club. However, this prohibited some students with working parents because “the schedule would be weird,” (Shelby Interview 2016) even though the student may “just love programming” (Shelby Interview 2016). The STEM summer learning experience provided access to robotics and other activities often offered outside of the school day or during times when students may have to choose between fine arts, academic support services, and other electives.

Students also commented their access to rigorous core content was also lacking in the formal school setting. Several students commented they had limited exposure to STEM because STEM was not part of their curriculum, and many stated they have science class “only once a year so [they] don’t really do anything” (Luis Interview 2016). However, other students stated they did have STEM as a part of their school curriculum, but were yearning for challenging content and an opportunity to dive deeply into STEM learning. Hilda explained that in schools, a teacher may not be able to “go into super detail just so she can get everything done in the year” (Interview 2017). The students were excited about the opportunities and access the STEM summer learning experience provided because they were “learning things [they] didn’t know before” (Jude Interview 2017). They were “learn[ing] new stuff and visit[ing] new stuff that [they have] never been before” (Frances Interview 2017). Students remarked about “want[ing] to learn more. That’s why [they] came back” (Melsia Interview 2015). When provided the opportunity to access STEM, students were engrossed in the learning and eager to experience the activities. For example, accessing STEM content inspired students to think about potential applications in the real world. After engaging in a session discussing the development and use of virtual reality (VR), Anthony noted VR could help:

...teaching other students about other worlds. Like, such, like not other worlds, other places, area. Like under the ocean or in space. We could, we could really use that in classrooms and sometimes even at home too with your, with parents if they sort of like, kind of forget some, some useful information. We could help them by using the VR. And we could probably add triggers to the VR and hand motions to see your hand, like an avatar hand so that we could see, pick up, and build some of our things. (Interview 2017)

A STEM concept previously perceived as science fiction was now a learning tool that could be evaluated and improved upon. Beyond connecting to formal classroom learning, students were also making connections between their experiences during the STEM summer learning experience and the application of those experiences to their personal lives and the real world. Once students have access to “all this in action, and [they can] see how it applies to real life” (Tamara Interview 2016), it is transformative.

The STEM summer learning experience partners are from a range of professions providing students experiences that are both broad and rich. The pedagogical approach of the STEM summer learning experience balanced guided learning and student exploration. Instead of sessions where professionals imparted knowledge to students, they were engaged in “little activities that they have that help [students] learn easily” (Shaun Interview 2016). Students remarked this was an essential element to their rich learning experience. Students had access to deep experiences with robotics and coding in the mornings and “the afternoon sessions are different for [them] every day, with different professors” (Leslie Interview 2015). Their access was not just brief encounters with STEM professionals. Students were spending hours with professors, STEM career professionals, and college students engaging in their real work in an authentic setting. One of the most discussed experiences was a field trip to an alternative energy research center. Simone remarked, “I think that was pretty cool because we got to walk around and kind of engaging conversations and stuff with professionals. So… and I learned a lot too, so that was fun” (Interview 2016). For many students, work with STEM professionals humanizes and normalizes the individuals. Denise reflected,

I’ve learned a lot here over the past couple of days. What I’m probably going to take with me is how there’s different types of people, and we’ve kinda gone over the fact that most people outside of like engineering world they think that scientists and engineers are people that don’t really have friends or are kinda secluded. But I’ve kinda learned that it’s not like that at all. They’re just normal people who do normal things like everyone else. (Interview 2017)

Adri also stated, “It’s really fun and it’s cool to see like campus and like what some people do as their jobs. And to learn that you could do that too” (Interview 2017). Learning about professionals’ “job and about their life story and how they got to where they were at” (Michael Interview 2017) brings them down from the pedestal and onto an equal playing field. In other words, it makes the professional attainable to the students.

STEM content learning and student engagement

Students had an opportunity to experience activities they never experienced such as programming robots, cutting pigs, and playing with flies. These experiences extended their STEM content knowledge and piqued their interest and engagement. Several students expressed they really enjoyed doing the hands-on activities because that is how they learn. Shalea articulated,

I mean at my school we don’t really have many hands-on activities. It’s more of visual and audio learning. Like we do a lot of tests; we do a lot of things like that. And we really don’t get to do hands-on experimenting, and I am a pretty big hands-on learner, so it is hard for me to stay focused. It is hard for me to learn as fast as other people because I am more of a hands-on person. So, when there is a hands-on activity, I am really happy because I get [to] learn. I get to see. I get to feel. I get to touch, and I like how STEM camp Footnote 1 incorporates that in a fun and awesome way. When we dissected pigs that helped [me] learn about biology in a way where it wasn’t like in health class, where here is a diagram of the human body. Here is a textbook. Read it through. We are going to read it through, we are going to learn about it. No, in this one we learned it in a fun and interesting way. We played bingo with pig parts. (Interview 2017).

Frankie stated,

This is like a summer school but way more fun. First of all, you have two snacks in a day and I usually have to wait a while for snack, and you get to learn about programming and not just boring writing in the boring workbook. I like the more hands-on. It really helped me I think. (Interview 2015)

More importantly, the students were excited that “we actually get to do things like robotics, and we get to like build. We got to learn the process of how like doctors take our DNA” (Adri Interview 2017). Jesse also commented, “I like building things. I mean like it’s fun. Like you get to do things with your hands. You get to move things. You get to like make your imagination things come true sometimes” (Interview 2017). The hands-on nature of the camp also allowed students to not just see how the content is used, but to practice doing the content. Paige described the process of DNA extraction:

Um, we took Gatorade, and mixed it with salt. So, it was like a Gatorade salt solution, and we put it in our mouth so it could absorb some DNA from like our cheeks without bursting it. And we take that and we put it in some detergent, and then we added some clear liquid. I think it was some sort of rubbing alcohol I don’t know. Then you could see like that parts of your DNA like build up. (Interview 2017)

Instead of simply learning about DNA, the students extracted DNA to explore biological concepts. Timmy reiterated, “I just like doing hands-on stuff and I love that STEM Camp lets us do like a bunch of things like hands-on activities and let us learn things and not just tell us what to do, but let us actually do them” (Interview 2016). The summer learning experience was “[m]ore actually doing things” (Jessica Interview 2016). For example, Sally said she liked “building the dam because we got to make up a lot of ideas and try to solve a problem with just the materials that we had” (Interview 2015). Lisa specifically mentioned the power of doing when she stated, “I actually [did] it myself. We didn’t have someone telling us what to do. Who gets to do that? And it helped me learn and that was really cool” (Interview 2017). The emphasis was on doing and seeing.

Students were not simply reading about STEM concepts or watching a video. Students’ learning about STEM was particularly peaked when they were able to interact with materials from STEM fields. Lab materials, software, and technology dominated conversations when students had access to supplies that were not readily available to them. Karena mentioned she “really enjoyed using the microscopes. Looking at larva. And being in the biology class in general. I loved looking at the organs” (Interview 2017). Learning about anatomy from diagrams, videos, and textbooks is not as rich of an experience for students as holding a human heart and brain in their hands.

Students commented on how the hands-on activities and experimenting made the content come to life. Josh, for example, emphasized, “I got to actually see a real brain, lung, organs, things like that, which I’ve never seen before, which was pretty interesting” (Interview 2016). Seeing organs was only part of the experience, though. Dolly described her experience dissecting pigs,

I know it sounds really weird, but at first it’s one of those things where you’re really nervous and like eh, ah, mmm, should I really do this. And it’s one of those things where your stomach, it’s like right before a rollercoaster like you’re stomach’s all tied up in knots and your brains like you want to like this. I’m asking you “do you want to do it, you can quit this right now, do you want to do this” but part of you is like “you know what I’m just gonna do this, I’m just gonna do this” and once you finally get to the top of that rollercoaster you’re like “hey, this is really really fun. I don’t want to stop.” And it’s like one of those things where it seems really gross and nerve-racking, but once you actually like start doing it you’re like “hey this is kinda fun in a disturbing way.” (Interview 2016)

The students were excited they had the opportunity to learn about biology and other science disciplines because many students commented, “We don’t do a lot of science at my school so it’s good to learn more about it” (Taylor Interview 2016). Stephan articulated they have to focus on specific standards, but “[STEM Camp] helps me with more background knowledge around all the subjects” (Interview 2017). The students understand that in the formal learning environment, their teachers may not have the time to go deeper into a subject. Hilda expressed,

I would say STEM camp, it kind of just, it kinda gives you a little bit of everything. Especially with, like, our science stuff. Our science teacher, she teaches us like, everything. She doesn’t go into super detail just so she can get everything done in the year…And this place, …the other half of the day you go into detail about every, like, little thing. Like today we were extracting our own DNA. And we’re talking about, like, the chromosomes and DNA and all this stuff inside of it. (Interview 2017)

Other students emphasized physical science concepts. For example, Jada explained, “I like the lessons. Like the lessons in the science lab because they were really fun cause we got to mix these chemicals together and see how they reacted to other chemicals and stuff. And it was really cool” (Interview 2017). The STEM camp experiences laid the groundwork for connections among disciplines and professions. While students “like to go into the lab and really, really experimenting with the lab coats and stuff,” (Suzanne Interview 2017), it is engaging in the STEM content in those environments that is so important to making it come to life.

[Students] were downstairs taking a tour of the engineering… [They] learned how the vibration and the echo and everything… how like if you talk nobody can hear you ‘cause the uh ectoplasm, something like that. Ectoplasm like, it’s on the walls and it’s pretty hard. So they have to use those little square things, I don’t really know what it’s called but it’s connected to the wall. And like you can like, it’s kinda loud in there but out there, you can’t even hear nothing. Like that’s awesome. I like doing that. (Melsia Interview 2015)

The students emphasized the active nature of participating in the content. Students saw real organs, dissected pigs, extracted DNA, mixed chemicals, made boats, and built levees. Students stressed learning through the activity. This same perspective was also evident as students’ engaged in robotics. Alyssa explained why she liked robotics:

Um I like how everything is really interactive and you learn stuff while having fun um because while you’re programming robots, you’re writing code and you’re programming, but it’s a lot of fun and you turn it into a competition and they make racetracks to make it more appealing to kids. (Interview 2016)

As the students completed the robotics challenges, they anticipated and looked forward to “going on to harder ones every time” (Becka Interview 2017). The students deepened their understanding of programming, and they did not give up when their robot did not do what was expected.

Like if you’re programming and you don’t do it right you can go back and fix it. So, it’s like kind of like a trial and error, with fixing things, and like if I do something wrong, I can go back and try to fix it. I just think about, like how, what did I do wrong that I could’ve done better. If it’s turning too far, then we’ll bring down the rotations. And then, if it’s uhm going too short, then we’ll just bring the rotations up more. (Cory Interview 2017)

Jordan shared,

I liked um programming the robots and learning um a little bit in each subject. When I’ve done something wrong, I’d go back and I would make the number or something, cuz you have to make the numbers, I would make the number a little bit higher, and if that wasn’t right I would make it in the middle between those two. It would teach me right from wrong. (Interview 2015)

Students did not talk about learning how to program by reading about it or by listening to a lecture or by completing a worksheet. The students, instead, emphasized learning to program by doing the programming. When they were wrong, as the student above described, they tried again. It was a problem solving process to program the robot to do what they wanted.

Melanie described, “I mean it’s fun having to programming the robots, but it’s really challenging. Program the robots, they do the wrong thing, but then you correct them and their mistakes” (Interview 2016). Unfortunately, many students discussed how they did not experience these “fun activities” at their school. The students were excited about all of the experiments and learning.

I’m addicted [to robotics], basically. Like as soon as they say like 10 minutes [left], I’m like rushing to get things done because it’s so fun and it takes, it actually takes effort. Not like you know, breeze through it and kinda know everything–like sometimes that happens at school. (Tonia Interview 2016)

Students expressed the STEM summer learning experience allowed them to be creative and use their mathematical skills when working with the robots. In a broader perspective, access to the professionals, curriculum, content, and environments central to the STEM camp experience built students up where they had previously felt inadequate or poorly adept. Morgan added,

Well I'm not really good at math, but I think this morning we learned about like different things that use different shapes that you've already learned like the great pyramids….sometimes there are shapes that you can use. Sometimes you have to draw them out and can use them to make cubes, pyramids, and things like…some of my sisters told me—she told me math in 7th grade is really hard to understand if you don't understand shapes so like…maybe because some things we've learned - some things don't apply but some—they will actually apply to what we learned but some of them will. (Interview 2015)

For this student, understanding something she perceived as really hard was a victory and confidence booster. For other students, they feel more prepared for classes because it’s helping me and like showing me when I will need to use that math in real life problems, and that I will need to, and it’s like helping me like understand why we need to learn math; because I don’t like math very much. (Erin Interview 2016)

Dolly said the STEM summer learning experience is

...preparing me for some daring things I might do. Like, you gotta be brave, you’ve gotta be willing to like actually throw yourself out in the world saying “hey I’m just gonna do this” because if you’re doing like a science project or something…you have to be optimistic about work, you’ve gotta be outgoing and I think going here is making be braver to do that…we’re being able to interact with things that will make me like learn be able to learn more things. (Interview 2016)

Students were able to connect their new learning to their futures. Some students thought more short term, “If I learn more about this topic it will better prepare me for middle school” (Walter 2014 Math Modeling Reflection), while other students were connecting their experiences to their distant future, “I want to become a doctor when I grow up, and to do so I need to know a lot about anatomy. Dissecting animals really helps me learn more” (Heather 2016 Anatomy Reflection). Students gained STEM knowledge because they were given the opportunity to access and engage in STEM activities and persevere.

The goal of the STEM summer learning experience was to (1) provide upper-level elementary and middle level students, particularly underrepresented populations, access to a variety of STEM fields and STEM professionals in their workplace environment through authentic, hands-on learning activities, and (2) increase students’ interest in a STEM career. While one of the goals centered on STEM careers, the benefits of participating in the STEM summer learning experience also extended to students’ perceptions of future STEM learning. This study highlighted how the STEM summer informal learning environment influenced students’ perceptions of STEM learning. Specifically, the STEM summer learning experience provided students with context and purpose for formal STEM content. The use of project/problem-based learning allowed students to connect to real-world issues (STEM Task Force Report, 2014 ), such as seeing how mathematics is needed in the design and construction of planes, in the programming of robots, and in the calculations students used in measuring distance for their robotics challenges. By using authentic STEM workplaces, the STEM summer learning experience fostered a learning environment that extended and deepened STEM content learning while providing opportunity and access to content, settings, and materials that most middle level students otherwise would not have access to. Denise’s comments epitomized how interacting with STEM professionals normalized and humanized them. It allowed her to connect to the STEM community as a place where she can participate, practice, and belong (O'Connell et al. 2017 ).

Students also acknowledged the access they received to hands-on activities in authentic STEM settings and the opportunities they received to interact with STEM professionals were important components of the summer informal learning experience. In an era of budget cuts and pressure to cover material that will appear on standardized tests, schools are often limited in the access they can provide to in-depth content and authentic settings. Unfortunately, this contributes to the “receivement gap” (Chambers 2009 , p. 418) that many students, particularly Black and Latinx students, experience. While policymakers focus extensively on outputs, such as achievement scores, less attention is focused on the inputs in and structures of education. The result is a system that does not provide equitable access or opportunity to authentic, engaging learning experiences that bring the content to life. As the students’ own comments showed, their participation in the summer informal STEM learning experience addressed the limitations of formal schooling through the experiences provided (Bell et al. 2009 ; Meyers et al. 2013 ). Thus, in the current system, one implication of this study is the importance of high-quality informal STEM learning experiences, such as those provided by the See Blue See STEM model, to increase students’ access and opportunity to engaging activities that contextualize and give purpose to their formal learning.

The findings of this research can also be considered to design authentic learning experiences in informal settings and to create purposeful contexts and settings in informal experiences. Providing access to meaningful contexts for learning (STEM Task Force Report 2014 ) and authentic settings is critical. While it is unrealistic to think every informal STEM learning environment would have access to scientists’ labs, creating partnerships with people in STEM careers is one way to provide a broader picture of what STEM is, where STEM happens, and who does STEM. This provides the meaningful exposure to a STEM community (O'Connell et al. 2017 ) and influences how students participate, practice, and belong in that STEM community.

While this study is important in highlighting the students’ perceptions of how participating in an informal STEM learning environment prepares them for future STEM learning, further research is needed to examine lasting impacts of participating in this type of informal learning. Exploring students’ future course taking patterns, success and perseverance in STEM-related courses, and choice of college majors and/or career are all areas needing further research.

NOTE: Informal summer learning experiences are colloquially known as camp.

Abbreviations

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Presidential Council of Advisors on Science and Technology

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MMS, MC, CJ, and CM managed collection of the paper-based surveys and reflections. MMS, MC, CJ, CM, TR, and AD managed collection interview data. TR and CJ developed the initial research question for this paper. TR, CJ, CM, and AD analyzed the qualitative data. All authors participated in creating, revising, and testing the code list. All authors participated in writing, revising, and approving the final manuscript.

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TR, Assistant Professor, Bowling Green State University. TR’s research interests include informal STEM education, African American students’ relationship with and understanding of mathematics and STEM, how elementary preservice teachers think about equitable teaching of mathematics, and how elementary preservice teachers develop mathematics and STEM teaching identities.

CJ, Associate Professor, Iowa State University. CJ’s research interest focuses on effective mathematics instruction at the elementary and middle levels, the preparation of prospective and in-service mathematics teachers, STEM Education, STEM literacy, STEM curricula development, strategies to help students who struggle in mathematics, and STEM teachers’ conceptions of equity.

MMS, Professor of STEM Education, University of Kentucky. MMS’s current line of research includes Preservice teachers’ perceptions of struggling learners, transdisciplinary STEM education, informal STEM learning environments, and broadening participation in STEM.

SBB, Associate Professor of K-12 STEM Education, University of Central Florida. SBB’s most current lines of research include deepening student and teacher understanding of mathematics through transdisciplinary STE(A)M problem-based inquiry and mathematics, science, and STE(A)M teacher professional development effectiveness.

CM, Assistant Professor, California State University, Long Beach. CM’s research interests include how preservice teachers incorporate mathematical modeling and the engineering design process into their mathematics classrooms, how do preservice teachers implement problem-based learning and integrated STEM education influences students’ motivation toward and perceptions of STEM.

MALC, Education Resource Specialist, The Ohio State University College of Medicine, Columbus, OH. MALC’s research interests include how to prepare resilient and proficient STEM professionals, and how the design of curriculum and learning experiences can support STEM literacy and equitable STEM pathways.

DCS, STEM Teacher, Fayette County Public Schools, Lexington, KY. DCS’ research interests include broadening participation in STEM and STEM informal learning environments.

AD, doctoral student, Iowa State University. AD’s current line of research includes early childhood and elementary STEM curriculum, transdisciplinary STEM education, broadening participation in STEM, and family engagement in mathematics and STEM experiences.

LRP, Undergraduate Research Assistant, University of Kentucky.

CAC, Undergraduate Research Assistant, Morehead State University.

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Roberts, T., Jackson, C., Mohr-Schroeder, M.J. et al. Students’ perceptions of STEM learning after participating in a summer informal learning experience. IJ STEM Ed 5 , 35 (2018). https://doi.org/10.1186/s40594-018-0133-4

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Contents Introduction Sherry Marx
*"I am an innovator:" Quahn's Counter-narrative of Becoming in STEM
Angela Calabrese Barton, Myunghwan Shin, and LaQuahn Johnson
*"I come because I make toy.": Examining Nodes of Criticality in an Afterschool Science & Engineering (SE) Club with Refugee Youth
Edna Tan and Beverly Faircloth
* Sociocultural Analysis of Engineering Design: Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education
Joel Alejandro Mejia
* Bruised But Not Broken: African American Women Persistence in Engineering Degree Programs in Spite of Stereotype Threat
Sherry Marx
* Examining Academic Integrity in the Postmodern: Undergraduates' Use of Solutions to Complete Textbook-based Engineering Coursework
Angela Minichiello
* Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering
Matthew Meyer and Sherry Marx
* nitacimowinis: A research story in Indigenous Science Education
* From Ambivalences toward Self-Efficacy: Bilingual Teacher Candidates' Shifting Sense of Knowing as Conocimiento with STEM
Anita Bright and G. Sue Kasun
* Examining the Non-Rational in Science Classrooms: Girls, Sustainability, and Science Education
Kim Haverkos
* Seven Types of Subitizing Activity Characterizing Young Children's Mental Activity
Beth L. MacDonald and Jesse L. M. Wilkins
* Orienting Students to One Another and to the Mathematics During Discussions
Elham Kazemi and Adrian Cunard List of Contributors Index.
(source: Nielsen Book Data)

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Proposed Research Titles of Grade 12 Stem Students
Research Titles and Topics for HUMSS Strand Student
qualitative research methodologies
รายการ 100+ ภาพพื้นหลัง Stem การ ศึกษา ความละเอียด 2k, 4k
Research Title Examples Qualitative Pdf : 7+ Qualitative Research
Qualitative Research Title Examples For Abm Students / Qualitative

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GRADE 11- PRACTICAL RESEARCH 1: Writing a Qualitative Research Title
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151+ Brilliant Qualitative Research Topics for STEM Students
Unlock the doors to captivating qualitative research topics for STEM students. Delve into authentic narratives and firsthand encounters, illuminating perspectives beyond mere statistics.
169+ Exciting Qualitative Research Topics For STEM Students
Are you doing Qualitative research? Looking for the best qualitative research topics for stem students? It is a most interesting and good field for research. Qualitative research allows STEM (Science, Technology, Engineering, and Mathematics) students to delve deeper into complex issues, explore human behavior, and understand the intricacies of the world around them.
55 Brilliant Research Topics For STEM Students
The major challenge many STEM students face in research writing is choosing a topic for research. Here are some reliable STEM topics to guide your research.
Research and trends in STEM education: a systematic review of journal
With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments ...
Pursuing STEM Careers: Perspectives of Senior High School Students
This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary school in Zambales, ...
Challenges in STEM Learning: A Case of Filipino High School Students
This qualitative study employed a case research design which sought to investigate nature of the challenges in STEM learning among senior high school students in the Philippines.
Embracing a Culture of STEM Education: A Qualitative Research Study
The purpose of this study was to explore teacher and administrator perspectives on STEM education and how they demonstrate characteristics of STEM education. The five schools in this study are part of a greater network of elementary, middle, and high schools that collaborate and learn together. Data were collected through interviews with teachers and administrators and observational notes from ...
PDF STEM as Minority: A Phenomenological Case Study of How Students of ...
national concern, especially among students of color. This qualitative study examines the experiences of students of color in a living-learning program for STEM students. Five themes were discovered from students' meaning-making. Four of the themes integrate well with existing literature. The fifth theme, STEM as Minority, was not found in the literature and is
Evidence of STEM enactment effectiveness in Asian student learning
This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students' learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused ...
A Qualitative Exploration of STEM Career Development of High School
We present a study examining science, technology, engineering, and mathematics (STEM) career decision-making process of 12 Taiwanese high school students aged 15-17, using a consensual qualitative research method.
Q: Can you give a research title for the STEM strand?
3 Basic tips on writing a good research paper title. How to write an effective title and abstract and choose appropriate keywords. One tip we can give right away is that you should first have a working (rough) title when you start the paper and then refine/finalize it once you've completed the paper (or the first draft). Hope that helps.
Qualitative Research in STEM
Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and
Research and trends in STEM education: a systematic analysis of
The majority of the 127 projects focused on individual STEM disciplines, especially mathematics. The findings, based on IES-funded projects, provided a glimpse of the research input and trends in STEM education in the USA, with possible implications for developing STEM education research in other education systems around the world.
Qualitative Research in STEM
Routledge, Jul 1, 2016 - Education - 330 pages. Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges ...
STEM as the most preferred strand of Senior High School Student's
This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary school in Zambales, Philippines on their reasons why they enrolled in STEM and their intent to pursue relevant career.
QUALITATIVE RESEARCH IN STEM EDUCATION: Studies of Equity, Access and
Qualitative Research in STEM Education examines the ground-breaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in STEM, most notably minority students and ...
Qualitative Research in STEM Studies of Equity, Access, and ...
Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in ...
Stem Strand in The Philippines: an Analysis
It also contributed to the development of 21st-century abilities for all learners. This study determined the status of STEM students in the Philippines. Through descriptive research, this study described and analyzed the trends in the enrolment of STEM students as well as the factors that explain the dropout rate of STEM students.
Students' perceptions of STEM learning after participating in a summer
9) and how those experiences influenced their STEM learning. As we used a situative lens to examine the research question of how participation in an informal learning environment influences students' perceptions of STEM learning, three prominent themes emerged from the data.
PDF Made available courtesy of Sage Publications: http://dx.doi.org/10.1177
Her research interests include factors in early career development, especially related to STEM fields, and faculty career and life planning. Marie enjoys swimming, listening to music and audio-books, visiting her children, and traveling with her husband.
Qualitative research in STEM : studies of equity, access, and
Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in ...
Factors Affecting Senior High School Students to Choose STEM as Their
These STEM-related activities helpcommunicatetheimportanceofitsapplieddisciplinesin enriching 21st-century skills to students (El-Deghaidy & Mansour, 2015; Roberts et al., 2018).
Need Suggestions!! Research Topic/Question Related to Stem/Online
With a lil bit of scouring the internet, we found this: Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM.