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Assessing Stem Literacy in an Informal Learning Environment University of Kentucky UKnowledge Theses and Dissertations--Education Science College of Education 2017 ASSESSING STEM LITERACY IN AN INFORMAL LEARNING ENVIRONMENT Maureen Ann LaFemina Cavalcanti University of Kentucky, [email protected] Author ORCID Identifier: http://orcid.org/0000-0002-1191-1470 Digital Object Identifier: https://doi.org/10.13023/ETD.2017.062 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Cavalcanti, Maureen Ann LaFemina, "ASSESSING STEM LITERACY IN AN INFORMAL LEARNING ENVIRONMENT" (2017). Theses and Dissertations--Education Science. 22. https://uknowledge.uky.edu/edsc_etds/22 This Doctoral Dissertation is brought to you for free and open access by the College of Education at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Education Science by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Maureen Ann LaFemina Cavalcanti, Student Dr. Margaret Mohr-Schroeder, Major Professor Dr. Robert Shapiro, Director of Graduate Studies ASSESSING STEM LITERACY IN AN INFORMAL LEARNING ENVIRONMENT DISSERTATION A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Kentucky By Maureen Ann LaFemina Cavalcanti Lexington, Kentucky Director: Dr. Margaret Mohr-Schroeder, Associate Professor of STEM Education Lexington, Kentucky 2017 Copyright © Maureen Ann LaFemina Cavalcanti 2017 ABSTRACT OF DISSERTATION ASSESSING STEM LITERACY IN AN INFORMAL LEARNING ENVIRONMENT This mixed methods study investigated methods for assessing STEM literacy amongst middle grades students participating in an informal learning environment, specifically, a summer STEM camp. Adopting a situated perspective on STEM literacy, this dissertation employed psychometric techniques and discourse analysis to answer the overarching research question: How can STEM literacy amongst middle school students be assessed in the context of a summer STEM camp? An integrated review of literacy within and across STEM disciplines first offered a new direction for conceptualizing STEM literacy. With this understanding, subsequent research methods applied novel approaches for investigating STEM literacy in the context of a summer STEM camp. Quantitatively, various measurement models were tested for reasonableness in representing pre- and post-survey data to show a two-tier bifactor solution can be used to model the chosen quantitative survey. The calibrated data was represented by four correlated primary factors (science literacy, technological literacy, mathematical literacy, and engineering literacy) and four uncorrelated specific factors, orthogonal to the primary factors. The final four specific factors were characterized by affective components related to definitions of literacy in STEM disciplines and STEM literacy more holistically including: (1) self-efficacy/perception of ability, (2) attitude and interest (willingness to engage, career belief, disposition), (3) role and utility of STEM in society, and (4) sense of community. Qualitatively, written reflection data were analyzed by first dichotomizing qualitative themes and then by using three of Gee’s inquiry tools (1999, 2005, 2011): situated meanings, social language, and Discourses; to analyze three of Gee’s building tasks of language (1999, 2005, 2011): significance, practices, and identities. Aspects of STEM literacy that involve knowledge and skills related to STEM activities were the focus of analyzing qualitative data. The findings from the discourse analysis suggest the style of language supportive of emerging STEM literacy can be understood through the context for learning; the enactment of STEM identities and STEM practices allow for this emergence as students utilize STEM language. The combination of psychometrics and discourse analysis to analyze data collected during STEM camp allowed for investigating how different research tools can offer insight into assessing different aspects of STEM literacy. This research offers applications of research methods to data collected in an informal learning environment to investigate how STEM literacy can be assessed. The overall conclusion involves the recognition of the complexity in understanding STEM literacy amongst middle school students and the need to consider knowledge, skills and dispositions when assessing STEM literacy. Possible implications of the work to assess STEM literacy in an informal context are discussed. Recommendations for designing and implementing assessment to measure STEM literacy in an informal learning environment are made. Ultimately effective consistent methods for measuring STEM literacy could shape learning opportunities for K-12 students to achieve STEM literacy as an outcome and promote equitable educational experiences for all students. KEYWORDS: STEM Literacy, Two-Tier Bifactor Model, Discourse Analysis, Informal Learning Environments, Equity Maureen Ann LaFemina Cavalcanti April, 11, 2017 Date ASSESSING STEM LITERACY IN AN INFORMAL LEARNING ENVIRONMENT By Maureen Ann LaFemina Cavalcanti Margaret Mohr-Schroeder, Ph.D. Director of Dissertation Robert Shapiro, Ph.D. Director of Graduate Studies – Education Sciences April, 11, 2017 I dedicate this dissertation to my daughters, Luana and Julianne, and to my former and future students. They are the reasons I am impassioned to work toward making rigorous and enriching learning opportunities accessible to all. ACKNOWLEDGEMENTS I am very much of the mindset that my accomplishments today are the result of the many experiences I have had in education over the past 12 years and of the many people who have impacted my personal and professional journey up to this point. I would like to thank my dissertation committee, Dr. Margaret Mohr-Schroeder, Dr. Michael Toland, Dr. Cindy Jong and Dr. Bruce Walcott. Your probing questions and thoughtful feedback at various stages of my doctoral studies helped me think differently about my research. I would like to express by deepest appreciation to my committee chair Dr. Margaret Mohr-Schroeder whose guidance and continuous encouragement were instrumental in aiding my transition from a decade of working to returning to the classroom as a student. You have valued my contributions and supported me along the way. It has been a great pleasure to take on various projects with you and learn from your expertise and dedication to STEM education. I am immeasurably grateful for having you as an advisor, mentor, supervisor, and friend throughout my doctoral studies and during my time in Lexington. Dr. Michael Toland, thank you for checking in on me and helping me talk through ideas, and for letting me take over your extra computer whenever I needed. The support from my family has been limitless. To my husband, Rafael, I love you and I am immensely grateful for your love and partnership always, especially the past three years. It has been a constant balancing act of planning, scheduling, rescheduling, and replanning to ensure our two daughters remain happy, healthy, and engaged as we complete our professional training. For taking on even more around the iii house and with our girls without hesitation during the especially critical times of my program and after working insane hours, I am grateful. To my daughters, Luana and Julianne, thank you for keeping me grounded. Looking at the two of you is a constant reminder of why it has been important for me to pursue this path. I loved the conversations with Luana about mommy studying at the library across from her school. I am thankful for all the days my daughters were on point getting ready for school so I could get to the library as early as possible. To my parents and Rosália and Francisco Cavalcanti, thank you for taking care of my daughters at different stages of writing my dissertation. Knowing my children were in good hands helped me maintain focus on
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