Articles | Volume 5, issue 4
Geosci. Commun., 5, 355–361, 2022
https://doi.org/10.5194/gc-5-355-2022
Geosci. Commun., 5, 355–361, 2022
https://doi.org/10.5194/gc-5-355-2022
Research article
 | Highlight paper
14 Nov 2022
Research article  | Highlight paper | 14 Nov 2022

Building confidence in STEM students through breaking (unseen) barriers

Philip J. Heron and Jamie A. Williams

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Subject: Geoscience education | Keyword: Pedagogy
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Cited articles

Angus, M., McDonald, T., Ormond, C., Rybarcyk, R., Taylor, A., and Winterton, A.: Trajectories of classroom behaviour and academic progress: A study of student engagement with learning, Mount Lawley, Edith Cowan University, Western Australia, Australian Education Union, ISBN 978-0-7298-0675-6 (pbk), https://ro.ecu.edu.au/ecuworks/7000 (last access: 4 November 2022), 2008. a
Berk, L. E. and Winsler, A.: Scaffolding Children's Learning: Vygotsky and Early Childhood Education, National Assoc. for the Education of Young Children, ISBN-0-935989-68-4, 1995. a, b
Billington, T.: Educational inclusion and critical neuroscience: friends or foes?, Int. J. Inclusive Educ., 21, 866–880, https://doi.org/10.1080/13603116.2017.1283717, 2017. a
Braun, V. and Clarke, V.: Using thematic analysis in psychology, Qual. Res. Psychol., 3, 77–101, https://doi.org/10.1191/1478088706qp063oa, 2006. a
Breakey, C.: The autism spectrum and further education: A guide to good practice, Jessica Kingsley Publishers, ISBN-10: 1843103826, ISBN-13: 978-1843103820, 2006. a
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Executive editor
Great to highlight this again to show what the support from the Outreach Award did and to showcase the lessons from this work.
Short summary
Science, technology, engineering, and maths subjects have historically struggled to be inclusive to students from diverse backgrounds. We outline here an outreach course designed to improve critical thinking for people in prison. Based on course feedback, we share advice for working with students who do not engage in formal education – specifically those who have low self-confidence. We focus on how to create a classroom dynamic that is accessible, inclusive and relatable to all students.
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