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STEM-Learning Across the Life Span: ...

Corin, Elysa Nicole.

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STEM-Learning Across the Life Span: A Comparison of the Interests, Development, and Participation of STEM Hobbyists.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	STEM-Learning Across the Life Span: A Comparison of the Interests, Development, and Participation of STEM Hobbyists./
作者:	Corin, Elysa Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710593
ISBN:	9781321865752

STEM-Learning Across the Life Span: A Comparison of the Interests, Development, and Participation of STEM Hobbyists.
Corin, Elysa Nicole.

STEM-Learning Across the Life Span: A Comparison of the Interests, Development, and Participation of STEM Hobbyists. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 176 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

STEM hobbyists use their leisure time to pursue a specific STEM interest or activity and engage in self-directed, free-choice learning over an extended period of time. This dissertation work examined the characteristics, interests, development and participation of adult STEM hobbyists.

ISBN: 9781321865752Subjects--Topical Terms:

521340
Science education.

STEM-Learning Across the Life Span: A Comparison of the Interests, Development, and Participation of STEM Hobbyists.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: M. Gail Jones.
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520 $a STEM hobbyists use their leisure time to pursue a specific STEM interest or activity and engage in self-directed, free-choice learning over an extended period of time. This dissertation work examined the characteristics, interests, development and participation of adult STEM hobbyists.
520 $a The first study examined how adult science hobbyists used organizations in their community to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders. A learning ecology framework of a science-learning ecosystem was used to map the community-based contexts with which the hobbyists were involved. Seven contexts were identified that supported the hobbyists' involvement in their hobby over time: home, K-12 schools, universities, informal learning institutions, hobby clubs, conferences, and community organizations. Three themes emerged from the interviews and described how hobbyists interacted with organizations in their communities: 1) Multiple Points of Entrance: hobbyists can enter the science-learning ecosystem at any point, 2) Organizations as Catalysts: a hobbyist's development in their hobby advances when they participate with organizations in the science-learning ecosystem, and 3) Beyond Consumers: the relationship between hobbyists and the organizations they use for learning eventually becomes bidirectional. Results showed that both astronomy and birding hobbyists used community-based science-learning organizations to meet their hobby-related learning goals and that most hobbyists in the sample engaged in outreach and shared their hobby interest with members of their community.
520 $a Studies 2 and 3 reported data from an online survey that was distributed to STEM hobbyists nationwide. The survey was completed by 2,838 hobbyists from all 50 states, ranging in age from 18 to 101, and included: amateur astronomers, beekeepers, birders, electronics/robotics enthusiasts, environmental monitors, falconers, gardeners/horticulturalists, home brewers, model builders, and rock/fossil collectors. Hobbyists reported when they first became interested in the hobby, length of hobby involvement, influences on hobby development, hobby interests, motivation to continue the hobby, as well as information about where, with whom, and how they participated in their hobby. Data were analyzed to examine similarities and differences between members of different hobby groups (chapter 2), and also between participants of different age groups (young adulthood: 18-30, middle adulthood: 31-64, older adulthood 65+) and gender (chapter 3). Many participants reported their hobby beginning in childhood and continuing over their life span, into retirement. Hobbyists reported on their hobby-related influences, interests, motivations, and patterns of participation at different rates by hobby group, age group, and gender. These studies offer important insight into the interests, motivations, and practices of STEM hobbyists and provide educators information that may be used to design programs to attract new STEM hobbyists and support existing hobbyists in their learning pursuits throughout their lifetime.
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