The Project examined the existing research on this topic, conducted a series of focus groups, and talked to many experts to develop a foundation for the creation of a program that would excite middle school students about STEM subjects and careers.
The research focused on answering four key questions:
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What do middle school students think of STEM courses?
- Middle school students think science and math courses are “hard” and only for “very smart students.”
- They need concrete examples of things and not theoretical abstracts and they learn better through “hands on” activities.
- They move towards subjects that require abilities they think either have or can develop and move away from subjects that require abilities they think don’t have or about which they have self doubts
- Flexibility and making good money are two key characteristics.
- Middle school students know very little about careers in general and even less about STEM careers.
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How do middle school students learn?
- They need concrete examples of things and not theoretical abstracts and they learn better through “hands on” activities.
- They move towards subjects that require abilities they think either have or can develop and move away from subjects that require abilities they think don’t have or about which they have self doubts
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What constitutes a “good job” in the minds of middle school students?
- Flexibility and making good money are two key characteristics.
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What do middle school students know about STEM careers?
- Middle school students know very little about careers in general and even less about STEM careers.
The results of our research led us to develop DIGITS, which creates a unique and concrete link between classroom learning and real jobs, seeks to help students overcome the stereotypes and barriers that often stand in their way, and provides a positive context for students to envision themselves in STEM careers.
Click here for a full copy of the Research Report.
