Abstract
This study examined the effects of data-based astrophysical 3D models delivered via computer based interactions, virtual reality, and 3D prints, on spatial reasoning skills and interest in science, technology, engineering, and mathematics (STEM) for females aged 9-12, in particular from underrepresented groups. Underrepresented, or underserved, audiences refer to the demographic status of, and the services that are offered or presented to, segments of a community, typically not currently being served within a larger population that might benefit from such services (Williams et al., 2009). Research to date has not focussed on the development of STEM interests and spatial reasoning skills of young females, particularly at the time when such young learners are forming potential identities in or with STEM and beginning to think about educational and career-related options. STEM interest has been shown to be a critical component of developing a STEM identity, and can be intertwined with issues of confidence and self-efficacy for young female learners (see e.g., Bian et al., 2017; Blotnicky et al., 2018; Fouad, & Smith, 1996; Simpkins et al., 2006). Mental manipulation and understanding of 2D or 3D objects has been posited as an important STEM skill, helping to indicate future mathematical success, science performance, and potential pursuit of STEM careers (Ganley et al., 2014; Hegarty & Waller, 2005; Rafi et al., 2005; Uttal & Cohen, 2012; Verdine et al., 2014).
A mixed methods design was used for this research. In Study 1, a qualitative approach examined potential obstacles to and challenges in working in STEM field for females from underrepresented groups. Unstructured interviews with 11 adult females representing diverse groups and various STEM careers yielded important historical perspectives, along with recommendations for building STEM careers for young females today. The recommendations from Study 1 generated three areas that informed the development of Study 2: the critical role of having a strong mentor, role model, or support system in place along the STEM pathway; the need to work with and engage females in STEM activities and subjects when they are as young as possible, preferably while in primary/elementary school; and the importance of developing a sense of STEM self-efficacy in young females.
Study 2 was a quantitative study that investigated the overall research question. Participants were three different groups of young female learners (n = 100), ages 9 -12. The participants worked directly with data-based astrophysical 3D models, in short term interventions in formal and informal educational workshop settings. The interventions concatenated concepts driven by current astrophysical data models, providing authentic learning experiences in full and half day formats through coding, 3D modeling, 3D printing and virtual reality, and delivered by women researchers in STEM. The results showed that such interventions that utilized real world data manipulations and 3D applications as part of hands-on activities significantly increased STEM interest for the participants from underserved groups. Results were not significant for increasing spatial ability.
The results are discussed in terms of the need to extend exposure to STEM activities and interventions for females younger than middle school, especially in underserved areas, to encourage interest and self-confidence in further STEM education and future careers. The research also offers recommendations on how to better approach the evaluation of and potential improvement of spatial reasoning skills that take into consideration age and cognitive appropriateness. This study holds promise for helping to engage young and underserved females who might otherwise not have confidence in their abilities or even be aware of their potential to contribute in STEM areas.