Frequencies of codes and sub-codes* among students' responses (N = 33) to “What did you like and learn from STEM Challenge?”
| Main codes | Definitions and emergent sub-codes | Coded utterances (N = 82) | Sub-coded utterances (N = 125) |
|---|---|---|---|
| STEM understanding/learning | Utterance was about fundamental understanding of about or from STEM content or learning (processes) of STEM content | 22 (27%) | 39 (31%) |
| Understanding: aerodynamics, angles, balance, EDP (steps of the process), lift, models, precision, physics, scaling, stem knowledge, weight | 26 | ||
| Learning: concepts of flight, EDP (learning how to make objects), STS (real world application, historical context) | 13 | ||
| STEM application/creation | Utterance was related to what they learned about STEM in a real world context taking learning and applying STEM knowledge to develop new understandings outside of the activity (metacognitive statements) | 21 (26%) | 29 (23%) |
| Application: aerodynamics (N = 6), relationships among STEM disciplines, STEM integration, EDP (process of building, prototyping, sponsored problems, testing, variable outcomes) | 27 | ||
| Creation: metacognition | 2 | ||
| Affect | Utterance was related to positive feelings derived from the STEM activity | 23 (28%) | 39 (31%) |
| Challenging (N = 10), different, interesting, stimulating | 18 | ||
| Free choice, fun (N = 12) | 14 | ||
| Accomplishment, gratitude, pride, success | 4 | ||
| Frustrating*, too competitive* | 3 | ||
| Non-cognitive affordances | Utterance was related to not content development, but non-cognitive skill growth | 16 (19%) | 18 (15%) |
| Persistence, productive struggle (n = 8), time management | 10 | ||
| Making friends, sharing with others, working as a team (N = 5) | 8 |
| Main codes | Definitions and emergent sub-codes | Coded utterances ( | Sub-coded utterances ( |
|---|---|---|---|
| STEM understanding/learning | Utterance was about fundamental understanding of about or from STEM content or learning (processes) of STEM content | 22 (27%) | 39 (31%) |
| Understanding: aerodynamics, angles, balance, EDP (steps of the process), lift, models, precision, physics, scaling, stem knowledge, weight | 26 | ||
| Learning: concepts of flight, EDP (learning how to make objects), STS (real world application, historical context) | 13 | ||
| STEM application/creation | Utterance was related to what they learned about STEM in a real world context taking learning and applying STEM knowledge to develop new understandings outside of the activity (metacognitive statements) | 21 (26%) | 29 (23%) |
| Application: aerodynamics ( | 27 | ||
| Creation: metacognition | 2 | ||
| Affect | Utterance was related to positive feelings derived from the STEM activity | 23 (28%) | 39 (31%) |
| Challenging ( | 18 | ||
| Free choice, fun ( | 14 | ||
| Accomplishment, gratitude, pride, success | 4 | ||
| Frustrating*, too competitive* | 3 | ||
| Non-cognitive affordances | Utterance was related to not content development, but non-cognitive skill growth | 16 (19%) | 18 (15%) |
| Persistence, productive struggle ( | 10 | ||
| Making friends, sharing with others, working as a team ( | 8 |
Note(s): *Denotes utterances of negative affect.
At least 1 sub-code qualified a main code, there were no more than 2 sub-codes per main code. Sample sizes are provided in the Sub-codes, if they comprised the majority of the subcategory