![]() ![]() Hence, we know how specific programs influence girls’ internal and external recognition, but we do not know how this could be successfully replicated. However, evidence is mixed on the influence of these programs because there is no commonality in structure or goal for programs that are compared. Informal science education (ISE) programs have shown some promise for improving girls’ recognition as it relates to science. This underrepresentation begins as early as late elementary school as girls begin to (dis)identify with science because they do not see themselves as potential scientists because they cannot recognize themselves as belonging (internal recognition) and/or others do not recognize them as scientists (external recognition). Girls and women remain stubbornly underrepresented in certain science fields. We consider theoretical and practical implications for the design and evaluation of STEM-based invention education programs. In alignment with prior studies examining features of educational contexts that support identity development (Kaplan et al., 2014), we found that children's most preferred activities supported perceived confidence, task novelty, and task utility, and least preferred activities received lower ratings on perceived autonomy and psychological safety. Our analysis of pre-and post-camp questionnaire responses from 108 upper elementary and middle school-aged children generated a measure of inventive mindset which was stable over time but largely independent of children's identification with three STEM subjects typically encountered in school. In this study we examined a STEM-based invention education program, Camp Invention ®, for its potential as a context for inventive mindset development. In the United States, this need is being addressed by the invention education movement, a goal of which is to promote the adoption of an inventive mindset among K-12 students through outreach and out-of-school time programming that promotes habitual problem finding, creative problem solving, collaboration, and persistence (Lemelson Foundation, 2020). Generating solutions for society's complex problems will require the development of a diverse workforce that is committed to technological and social innovation. ![]()
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