| الوصف: |
This study examined the effects of data-based astrophysical 3D models delivered via computer based interactions, virtual reality, and 3D prints, on spatial reasoning skills and interest in science, technology, engineering, and mathematics (STEM) for females aged 9-12, in particular from underrepresented groups. Underrepresented, or underserved, audiences refer to the demographic status of, and the services that are offered or presented to, segments of a community, typically not currently being served within a larger population that might benefit from such services (Williams et al., 2009). Research to date has not focussed on the development of STEM interests and spatial reasoning skills of young females, particularly at the time when such young learners are forming potential identities in or with STEM and beginning to think about educational and career-related options. STEM interest has been shown to be a critical component of developing a STEM identity, and can be intertwined with issues of confidence and self-efficacy for young female learners (see e.g., Bian et al., 2017; Blotnicky et al., 2018; Fouad, & Smith, 1996; Simpkins et al., 2006). Mental manipulation and understanding of 2D or 3D objects has been posited as an important STEM skill, helping to indicate future mathematical success, science performance, and potential pursuit of STEM careers (Ganley et al., 2014; Hegarty & Waller, 2005; Rafi et al., 2005; Uttal & Cohen, 2012; Verdine et al., 2014). A mixed methods design was used for this research. In Study 1, a qualitative approach examined potential obstacles to and challenges in working in STEM field for females from underrepresented groups. Unstructured interviews with 11 adult females representing diverse groups and various STEM careers yielded important historical perspectives, along with recommendations for building STEM careers for young females today. The recommendations from Study 1 generated three areas that informed the development of Study 2: the critical role of having a strong ... |