Education

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

L. D. Huyer, N. I. Callaghan, et al.

High school students often find it challenging to link STEM knowledge with their future studies. *Discovery*, an innovative inquiry-focused learning model, aims to change that by partnering with teachers and STEM graduate students to engage students in biomedical engineering. This program shows a significant increase in STEM interest and engagement, especially among underperformers, proving to be a scalable way to enhance STEM persistence. This research was conducted by Locke Davenport Huyer, Neal I. Callaghan, Sara Dicks, Edward Scherer, Andrey I. Shukalyuk, Margaret Jou, and Dawn M. Kilkenny.

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Abstract

High school students often struggle to connect classroom STEM knowledge with post-secondary pursuits. This paper introduces *Discovery*, an inquiry-focused learning model delivered in collaboration with high school teachers and STEM graduate students. The program uses biomedical engineering as its context and incorporates iterative, problem-based learning to enhance critical thinking. Assessment of grades and survey data indicate a positive impact on students' STEM interest and engagement, particularly among underperforming and repeat participants. *Discovery* offers a scalable platform for boosting STEM persistence.

Publisher

npj Science of Learning

Published On

Dec 02, 2020

Authors

Locke Davenport Huyer, Neal I. Callaghan, Sara Dicks, Edward Scherer, Andrey I. Shukalyuk, Margaret Jou, Dawn M. Kilkenny

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