{'fraction_non_alphanumeric': 0.012422360248447204, 'fraction_numerical': 0.004140786749482402, 'mean_word_length': 5.809859154929577, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Creating a Constructivist Learning Environment to Enhance Secondary Female Students' Engagement in STEM Activities

Female students participate in STEM activities at a low rate compared to males. Educational researchers have called for studies which examine the factors that influence STEM participation. The purpose of this study is to examine how a unique learning structure built on the principals of constructive learning environments might impact students’ sense of belonging and encourage them to participate in more STEM activities. For this qualitative study, interviews were conducted with 12 mentor and 17 student participants. Preliminary findings indicated that a constructive learning environment enhanced students’ sense of belonging. Programs which enhance female students’ sense of belonging impact their confidence to participate in more STEM activities. This study contributes to research in learning environment theory and STEM education practice.