Title
Appalachia and STEM: Older Adults’ Perceptions of Science and Engineering
Faculty Mentor(s)
Gina Childers
Campus
Dahlonega
Proposal Type
Oral Presentation
Subject Area
Education
Location
Conference Room
Start Date
22-3-2019 10:00 AM
End Date
22-3-2019 11:00 AM
Description/Abstract
Appalachia and STEM: Older Adults’ Perceptions of Science and Engineering explores older adults’ perceptions of science and engineering based on a semi-structured interview case study methodology. The participants (n=4) were asked questions that documented their perceptions of science and engineering, along with presenting an item the participants perceived showcased science and engineering in Appalachia. The responses from the semi-structured interviews were transcribed and coded. Science was described by participants as a subject that included chemistry, physics, and electronics or as an object like the Farmer’s Almanac. Engineering was often viewed as a profitable job or occupation. Furthermore, participants were able to connect hobbies and daily activities to science and engineering. Participants were able to share and describe an object, such as a barn or a quilt, and connect science and engineering practices to Appalachia. Yet, while participants were able to connect their lives to science and engineering, they did not perceive themselves as scientists or engineers. The future goal of the student is to connect Appalachian lived-experiences such as these and their perceptions of science and engineering for a more personal and meaningful experience for K-12 students.
Media Format
flash_audio
Appalachia and STEM: Older Adults’ Perceptions of Science and Engineering
Conference Room
Appalachia and STEM: Older Adults’ Perceptions of Science and Engineering explores older adults’ perceptions of science and engineering based on a semi-structured interview case study methodology. The participants (n=4) were asked questions that documented their perceptions of science and engineering, along with presenting an item the participants perceived showcased science and engineering in Appalachia. The responses from the semi-structured interviews were transcribed and coded. Science was described by participants as a subject that included chemistry, physics, and electronics or as an object like the Farmer’s Almanac. Engineering was often viewed as a profitable job or occupation. Furthermore, participants were able to connect hobbies and daily activities to science and engineering. Participants were able to share and describe an object, such as a barn or a quilt, and connect science and engineering practices to Appalachia. Yet, while participants were able to connect their lives to science and engineering, they did not perceive themselves as scientists or engineers. The future goal of the student is to connect Appalachian lived-experiences such as these and their perceptions of science and engineering for a more personal and meaningful experience for K-12 students.