Exploring how learning by ‘talking and doing’ supports flourishing in S.T.E.M for elementary students

Background Over the past three decades, researchers have increasingly advocated for pedagogical practices that privilege exploration, collaboration, problem-solving, and hands-on projects in K-12 Science, Technology, Engineering, and Mathematics (S.T.E.M.). Many researchers have studied the efficacy of these instructional practices, but there has been relatively little research exploring how learning by ‘talking and doing’ influences students’ affective relationship with S.T.E.M. With a growing need in society for a S.T.E.M. workforce, it is vital that students develop positive relationships with S.T.E.M.