Session: Research Posters

Paper Number: 119681

119681 - Thermofluid Sciences for Elementary School Students via Flow Visualization Using Smartphones and Tablets 

This study examined a promising approach to inspire elementary-level students to pursue a career in STEAM (science, technology, engineering, art, and mathematics) fields through a university-run after-school program at a local majority-minority school located in Tuscaloosa, AL. Pre-service teachers taught basic thermofluid sciences topics such as diffusion, convection, surface tension, viscosity, etc., and helped students conduct the flow visualization with iPads during experiments, including high-speed imaging at up to 120 fps and 720p.

Providing STEAM experiences for elementary-age children can improve their perceptions and dispositions toward STEM. Fluid mechanics largely remains a college-level subject matter and has been unrelated to young students. There have been efforts to promote flow visualization in education, but researchers have focused on high school or college programs utilizing advanced techniques such as particle image velocimetry.

This study concentrated on using images of phenomena via smartphones or tablets with high-speed cameras to teach fundamental fluid mechanics. The examination also evaluated the potential impact of the after-school program on the participants' learning and outlook on the subjects.

The investigation is focused on the problem-based STEAM education approach’s effect on elementary students’ perception of STEM. Female engineering student mentors’ influence on young girls’ perception towards STEM disciplines was also studied. Elementary students at the partner school located in Tuscaloosa, AL were invited to register for the afterschool program led by the pre-service teachers from the UA. The demographic breakdown of the partner school according to the National Center for Education Statistics was: 86.7% African American, 10.4% Hispanic, 1.9% Caucasian, and 1.0% Other. Surveying was used to gauge students' understanding and perceptions throughout the program. A pre-survey was conducted on the first day of the program to establish a baseline. Drawings were used as an interpretive device for the children to express their preconceptions about engineers.

We designed STEAM classrooms, and analyzed the modified Fluids Perception survey results and the interviews for further development of the STEAM program, and its adoption in elementary education.

The analysis showed an increased percentage of female engineers being depicted with pre-test n = 8 (38.1% out of 30) and post-test n = 9 (42.9% out of 24). Representation of African American scientists saw an increase of 14% from pretest to post-test results. Also, there was a 9.2% decrease in scientists that featured unkempt appearances (such as a mad scientist), in which students started to draw more realistic expectations of what a scientist may look like. As more data is acquired in future studies, we hope to continue seeing a positive trend in underrepresented minorities in STEAM.

Presenting Author: Shemai'ya Peak University of Alabama

Presenting Author Biography: Undergraduate student at the University of Alabama

Authors:

Shemai'ya Peak University of Alabama
Jale Ercan Dursun University of Alabama
Frances Buntain University of Alabama
Jee Suh University of Alabama
Celestia Morgan University of Alabama
Hyun Jin Kim University of Alabama