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Girls Leading the Conversation: Harnessing the Potential of Podcasting for Informal and Project-Based Learning

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Title: Girls Leading the Conversation: Harnessing the Potential of Podcasting for Informal and Project-Based Learning
Language: English
Authors: Marc T. Sager, Saki Milton, Candace Walkington
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 2115393
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Females, STEM Education, Student Role, Discussion (Teaching Technique), Leadership Role, Active Learning, Student Projects, Handheld Devices, Audio Equipment, Information Dissemination, Electronic Publishing, Summer Programs, Camps, Science Programs, Disproportionate Representation, Minority Group Students, Creativity, Scripts, Writing (Composition), Cooperation, Middle School Students, Women Scientists, Sex Fairness, Student Empowerment, Technology Integration, Technology Uses in Education
DOI: 10.1007/s44217-025-00406-9
ISSN: 2731-5525
Abstract: This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants' podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students' creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458062
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants' podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students' creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields.
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        Value: 10.1007/s44217-025-00406-9
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      – Text: English
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      – SubjectFull: Females
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