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Impact of Virtual Field Trips on Elementary Students' Interest in Science and STEM

Impact of Virtual Field Trips on Elementary Students' Interest in Science and STEM

Jasmin Poor, Lucas Vasconcelos
Copyright: © 2023 |Pages: 25
ISBN13: 9781668459201|ISBN10: 1668459205|ISBN13 Softcover: 9781668459249|EISBN13: 9781668459218
DOI: 10.4018/978-1-6684-5920-1.ch011
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MLA

Poor, Jasmin, and Lucas Vasconcelos. "Impact of Virtual Field Trips on Elementary Students' Interest in Science and STEM." Technology Integration and Transformation in STEM Classrooms, edited by Christie Martin, et al., IGI Global, 2023, pp. 198-222. https://doi.org/10.4018/978-1-6684-5920-1.ch011

APA

Poor, J. & Vasconcelos, L. (2023). Impact of Virtual Field Trips on Elementary Students' Interest in Science and STEM. In C. Martin, B. Miller, & D. Polly (Eds.), Technology Integration and Transformation in STEM Classrooms (pp. 198-222). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch011

Chicago

Poor, Jasmin, and Lucas Vasconcelos. "Impact of Virtual Field Trips on Elementary Students' Interest in Science and STEM." In Technology Integration and Transformation in STEM Classrooms, edited by Christie Martin, Bridget T. Miller, and Drew Polly, 198-222. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5920-1.ch011

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Abstract

The number of science, technology, engineering, and mathematics (STEM) jobs available in the United States will soon outnumber those qualified to fill them. Equally concerning is the decreasing number of students pursuing STEM careers. Standards-based virtual field trips (VFTs) are a promising strategy to support student interest in science and STEM fields, as well as meet the educational needs of teachers and students. VFTs provide students opportunities to connect with academic content in contextualized ways regardless of location and logistical restrictions. This convergent parallel mixed methods study investigated the impact of VFT programs on elementary students' interest in specific science domains and STEM fields. Findings showed a non-statistically significant increase in participants' interest in science domains and STEM. Further, findings suggest that prior interest and role-based scenarios promote an increase in science and STEM interest. Implications for research and practice are discussed in this chapter.

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