‘Magic’ or ‘maybe … other years’: designing for young adolescents’ engagement and self-efficacy in an invention camp

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In Self-efficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
   Google Scholar
• Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243–253. https://doi.org/10.1207/s15326985ep3904_6
   Web of Science ®Google Scholar
• Bevan, B., Dillon, J., Hein, G. E. E., Macdonald, M., Michalchik, V., Miller, D., Root, D., Rudder, L., Xanthoudaki, M., & Yoon, S. (2010). Making science matter: Collaborations between informal science education organizations and schools. A CAISE Inquiry Group Report.
   Google Scholar
• Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15(3), 301–329. https://doi.org/10.1207/s15327809jls1503_1
   Web of Science ®Google Scholar
• Bielaczyc, K. (2013). Informing design research: Learning from teachers’ designs of social infrastructure. Journal of the Learning Sciences, 22(2), 258–311. https://doi.org/10.1080/10508406.2012.691925
   Web of Science ®Google Scholar
• Bricker, L. A., & Bell, P. (2014). “What comes to mind when you think of science? The perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260–285. https://doi.org/10.1002/tea.21134
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (1993). Ecological models of human development. In M. Gauvain, & M. Cole (Eds.), Readings on the development of children (2nd ed., pp. 37–43). Freeman.
   Google Scholar
• Cheeptham, N., Mahara, S., Antoine, M., Insuk, C., & Loy, K. (2020). Aboriginal youth summer camp in science and health science: A Western Canadian university review of 10 years of successes and learning. International Journal of Science Education, Part B, 0(0), 1–13. https://doi.org/10.1080/21548455.2020.1748743
   Google Scholar
• Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of research on student engagement. https://doi.org/10.1007/978-1-4614-2018-7 & https://www.researchgate.net/profile/Azkananda-Widiasani/publication/310773130_Handbook_of_Student_Engagement/links/5836a0dd08aed45931c772b7/Handbook-of-Student-Engagement.pdf</objidref
   Google Scholar
• Committee for the Study of Invention. (2004). Invention: Enhancing inventiveness for quality of life, competitiveness, and sustainability. https://lemelson.mit.edu/sites/default/files/content/images/InventionEducation/Inv.Report.pdf</objidref
   Google Scholar
• Cowie, B., Jones, A., & Otrel-Cass, K. (2011). Re-engaging students in science: Issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education, 9(2), 347–366. https://doi.org/10.1007/s10763-010-9229-0
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.) Sage.
   Google Scholar
• Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63–79. https://doi.org/10.1080/21548455.2011.629455
   Google Scholar
• DeWitt, J., & Archer, L. (2017). Participation in informal science learning experiences: The rich get richer? International Journal of Science Education, Part B, 7(4), 356–373. https://doi.org/10.1080/21548455.2017.1360531
   Web of Science ®Google Scholar
• Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 177–191). Lawrence Erlbaum Associates.
   Google Scholar
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Fredricks, J. A., Wang, M. T., Linn, J. S., Hofkens, T. L., Sung, H., Parr, A., & Allerton, J. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
   Web of Science ®Google Scholar
• Humphrey, T., & Gutwill, J. P. (2017). Fostering active prolonged engagement: The art of creating APE exhibits. Routledge.
   Google Scholar
• Invention Education Research Group. (2019). Researching invention education. https://lemelson.mit.edu/sites/default/files/content/documents/LMIT-ResearchingInventEdu-WhitePaper-2.21.2020</objidref>copy.pdf
   Google Scholar
• Lewenstein, B., & Philips, T. (2019). What is STEM engagement? An interview with Bruce Lewenstein. Center for Advancement of Informal Science Education.
   Google Scholar
• Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal learning environments and impact on interest in STEM careers. International Journal of Science and Mathematics Education, 45–64. https://doi.org/10.1007/s10763-019-10038-9
   Google Scholar
• Mangan, J. M., Newman, D., Doss, K. B., & Virani, S. N. (2019). Improving science content learning with choreographed songs at an astronomy summer camp. International Journal of Science Education, Part B, 9(2), 101–113. https://doi.org/10.1080/21548455.2019.1571257
   Web of Science ®Google Scholar
• Massachusetts Institute of Technology [MIT]. (2016). U Control: Educator Guide. Lemelson-MIT JV InvenTeams Program. https://lemelson.mit.edu/curriculum-invention/jv-inventeams-u-control
   Google Scholar
• McKinnon, M., & Vos, J. (2015). Engagement as a threshold concept for science education and science communication. International Journal of Science Education, Part B, 5(4), 297–318. https://doi.org/10.1080/21548455.2014.986770
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, M. A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.
   Google Scholar
• Olitsky, S., & Milne, C. (2012). Understanding engagement in science education: The psychological and the social. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 19–33). Springer.
   Google Scholar
• Polman, J. L., & Hope, J. M. G. (2014). Science news stories as boundary objects affecting engagement with science. Journal of Research in Science Teaching, 51(3), 315–341. https://doi.org/10.1002/tea.21144
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage.
   Google Scholar
• Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58–69. https://doi.org/10.1080/00461520.2014.999920
   Web of Science ®Google Scholar
• Riedinger, K., & McGinnis, J. R. (2017). An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp. International Journal of Science Education, Part B, 7(1), 76–102. https://doi.org/10.1080/21548455.2016.1173741
   Web of Science ®Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36. https://doi.org/10.1080/10508406.2013.778204
   Web of Science ®Google Scholar
• Santrock, J. W. (2007). Adolescence (11th ed.). McGraw-Hill.
   Google Scholar
• Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19–43. https://doi.org/10.1002/tea.21409
   Web of Science ®Google Scholar
• Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 34–54). Routledge.
   Google Scholar
• Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, C. Wylie, & A. L. Reschly (Eds.), Handbook of research on student engagement (pp. 219–235). Springer.
   Google Scholar
• Stofer, K. A., Rujimora, J., Sblendorio, D., Duqueney, E., Tatineni, M., & Gaudier, G. (2019). Casual conversations in everyday spaces can promote high public engagement with science. International Journal of Science Education, Part B, 9(4), 296–311. https://doi.org/10.1080/21548455.2019.1670882
   Web of Science ®Google Scholar
• Thiry, H., Archie, T., Arreola-Pena, M., & Laursen, S. (2017). Linkages between youth diversity and organizational and program characteristics of out-of-school-time science programs: A mixed-methods study. International Journal of Science Education, Part B, 7(2), 121–145. https://doi.org/10.1080/21548455.2015.1105397
   Web of Science ®Google Scholar
• Zhang, H, Jackson, D W, Kiel, J, Estabrooks, L, Kim, S L, Kim, D, Barnett, M, & Couch, S. (2021). Heat reinvented: Using a lunchbox-design project to apply multidisciplinary knowledge and develop invention-related practices. Science Scope, 45(1). https://www.nsta.org/science-scope/science-scope-septemberoctober-2021/heat-reinvented
   Google Scholar
• Zimmerman, H. T., & Bell, P. (2014). Where young people See science: Everyday activities connected to science. International Journal of Science Education, Part B, 4(1), 25–53. https://doi.org/10.1080/21548455.2012.741271
   Google Scholar