The Autonomy of Informal STEM and Benefits of Andragogy with Gifted Children

Purpose: In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namel...

Full description

Saved in:
Bibliographic Details
Published in:Journal of research in innovative teaching 2022-01, Vol.15 (2), p.207-217
Main Authors: Calabrese, Julia E, Capraro, Robert M
Format: Article
Language:English
Subjects:
Academically Gifted
Accountability
Adult Basic Education
Adult education
Adult Learning
Adult Students
Age
Andragogy
Classrooms
Curricula
Educational Needs
Gifted children
Gifted Education
Gifted students
High School Students
Honors Curriculum
Independent Study
Individualized Instruction
Informal education
Informal STEM education
Learning Processes
Mathematics
Pedagogy
Self Efficacy
STEM Education
Student Attitudes
Student Motivation
Summer Programs
Teaching
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Purpose: In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning. Design/methodology/approach: Researchers analyzed survey responses through an exploratory factor analysis and five t tests. Findings: The interpretation of the effect sizes showed that after engaging in a self-directed learning experience, students expressed more positive self-efficacy and intrinsic motivation, experienced reduced extrinsic motivation and anxiety, and were less task-completion oriented. Originality/value: The results suggest that gifted and honors students may have a propensity to learn that is more similar to that of adults rather than their same-age peers.
ISSN:1947-1017
2397-7604
1947-1017
2397-7604
DOI:10.1108/JRIT-08-2021-0060