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- Background: Through the human-centered design process (HCD), students can contextualize engineering concepts with a personal lens and engage in problem-solving (Goldman and Kabayadondo 2016). The Ignite program, created by the Center for Global Women’s Health Technologies (GWHT) at Duke University, integrates the HCD process with STEM knowledge to engage secondary school students in advancing social justice by engineering for pressing global issues outlined by the United Nations as Sustainable Development Goals (SDGs).
Purpose: This work evaluates the efficacy of the Ignite Water curriculum as an intervention for STEM opportunity gaps, SDG #4, and clean water, SDG #6, as a scalable and sustainable method for social change.
Methods: Knowledge Attitude and Practices (K.A.P.) methodology was used to capture changes in three indicators of behavior change: (1) learners’ relevant content knowledge, (2) their awareness of the local water contamination issue, and (3) their attitudes towards STEM as a tool for local civic action. The mixed methods research tabulated survey data, interviews and student artifacts to determine best practices for STEM outreach programs. Of the 697 participants, 523 learners across 7 schools served as a sample population for this study.
Results: The innovative Ignite program engaged a diverse population in engineering solutions for the water pollution in Lake Atitlán, Guatemala. The intervention increased learners’ knowledge and awareness related to the local water contamination; especially, the causes of contamination and the engineering treatment options. Female learners demonstrated an increase in self-efficacy in engineering careers. While, male learners’ self-efficacy for math and community problem solving increased. Overall, learners' knowledge and awareness of water pollution and their attitudes towards STEM improved. Trainers echoed this in semi-structured interviews. ... [Read More]
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- Total Size
- 2 files (169 KB)
- Data Citation
- Breen, K., Asturias, G., Pena, D. M., Springate, H., Alvarez, V., Madonna, M.C., Ramanujam, N. (2022). Data from: Students' knowledge, attitudes and awareness before and after a community-centered design STEM learning intervention. Duke Research Data Repository. https://doi.org/10.7924/r4wm1df10
- Funding Agency
- This work is supported by the Pratt School of Engineering at Duke University, Duke Global Health Institute (DGHI) and Center for Latin American and Caribbean Studies (CLACS). The NGO Asociación Amigos del Lago Atitlán, Emory University and FUNDEGUA provided funding for the implementations that were included in this paper.
- Title
- Data from: Students' knowledge, attitudes and awareness before and after a community-centered design STEM learning intervention