Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking site

Abstract

Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, Edmodo, is examined as an educational tool used with Studio STEM. Results indicated that youth appropriated Edmodo to exhibit engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress with the guidance of instructors and facilitators. Based on results, we suggest that efforts to include SNSs in integrative science, technology, engineering, and mathematics programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement.

Keywords:

• engagement
• integrative STEM education
• knowledge building
• out-of-school time
• social networking sites

Acknowledgements

Studio STEM (http://studiostem.org) includes the authors, and a talented team of co-investigators (Drs Brett Jones, Christine G. Schnittka, and Carol Brandt), and graduate and undergraduate research assistants. We thank Mr Kemal Akoglu, doctoral student in the Department of Mathematics Education at NC State for serving as a second coder for the verbal data analyses.

Disclosure statement

Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors, not necessarily reflecting the views of sponsors.

Notes on contributors

Dr. Samantha G. L. Won received her doctorate in Curriculum and Instruction, Instructional Design and Technology, from Virginia Tech in spring of 2015. Her research interests include digitally mediated learning, social media, and sexual health education at the college level.

Dr. Michael A. Evans works for the Department of Teacher Education and Learning Sciences, and the Friday Institute for Educational Innovation at North Carolina State University.

Lixiao Huang is a doctoral student attending North Carolina State University in the Department of Psychology.

Additional information

Funding

This material is based on work supported by the National Science Foundation (NSF) under [grant number DRL 1029756], and the Institute for Creativity, Arts and Technology (ICAT) and the Institute for Society, Culture and Environment (ISCE) at Virginia Tech.