Frequencies of codes and sub-codes* among students' responses (N = 39) to “What did you like and learn from STEM Challenge?”
| Main codes | Definitions and emergent sub-codes | Coded utterances (N = 70) | Sub-coded utterances (N = 109) |
|---|---|---|---|
| STEM understanding/learning | Utterance was about fundamental understanding of about or from STEM content or learning (processes) of STEM content | 17 (24%) | 27 (25%) |
| Understanding: aeronautics, aerodynamics, engineering, EDP (steps of the process), math, lift, stem knowledge | 10 | ||
| Learning: engineering, EDP (learning how to make objects), pressure effect | 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) | 14 (26%) | 19 (17%) |
| Application: EDP design, EDP building, EDP prototyping, EDP testing | 11 | ||
| Creation: agency, decision making, detail orientation, metacognition | 9 | ||
| Affect | Utterance was related to positive feelings derived from the STEM activity | 21 (30%) | 36 (33%) |
| Challenging, competitive, inspiring, interesting, stimulating | 12 | ||
| Free choice, fun (N = 19) | 20 | ||
| Accomplishment, gratitude, pride, success | 4 | ||
| Non-cognitive affordances | Utterance was related to not content development, but non-cognitive skill growth | 18 (26%) | 27 (25%) |
| Persistence, productive struggle (N = 12), time management | 17 | ||
| Making friends, sharing with others, working as a team (N = 8) | 10 |
| 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 | ||
| Understanding: aeronautics, aerodynamics, engineering, EDP (steps of the process), math, lift, stem knowledge | 10 | ||
| Learning: engineering, EDP (learning how to make objects), pressure effect | 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) | ||
| Application: EDP design, EDP building, EDP prototyping, EDP testing | 11 | ||
| Creation: agency, decision making, detail orientation, metacognition | 9 | ||
| Affect | Utterance was related to positive feelings derived from the STEM activity | ||
| Challenging, competitive, inspiring, interesting, stimulating | 12 | ||
| Free choice, fun ( | 20 | ||
| Accomplishment, gratitude, pride, success | 4 | ||
| Non-cognitive affordances | Utterance was related to not content development, but non-cognitive skill growth | ||
| Persistence, productive struggle ( | 17 | ||
| Making friends, sharing with others, working as a team ( | 10 |
Note(s): At least 1 sub-code qualified a main code, there were no more than two sub-codes per main code
Sample sizes are provided in the Sub-codes, if they comprised the majority of the subcategory