Informed aspirations in science and engineering with upper elementary students after 1 year of a STEM intensive university-school district partnership

This article reports findings from a study of an integrated science, technology, engineering, and mathematics (STEM) education program on student interest and awareness in science and engineering. The analysis features grade 3–5 students from a high-poverty, urban school system in the Mid-Atlantic region. Through the quantitative analysis of closed ended survey responses and the qualitative analysis of an open-ended query, we describe how the adoption of an intensive STEM-focused partnership could influence students’ early interest in and awareness of science and engineering as disciplines and careers. The analysis of the student responses revealed that after 1 year of the project, the students enrolled in the program demonstrated developing interest in science and engineering and were better able to articulate a greater understanding of engineering as a discipline. These findings have implications for the effectiveness of an integrated STEM approach for upper elementary students participating and succeeding in the STEM fields.     

Models are a “metaphor in your brain”: How potential and preservice teachers understand the science and engineering practice of modeling

We investigated beginning secondary science teachers’ understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program to earn their credentials, or preservice teachers. The two groups completed intensive practicum experiences in STEM‐focused academies within two public high schools. We conducted a series of interviews with each participant and used grade‐level competencies outlined in the Next Generation Science Standards to analyze their understanding of the practice of developing and using models. We found that potential and preservice teachers understood this practice in ways that both aligned and did not align with the NGSS and that their understandings varied across the two groups and the two practicum contexts. In our implications, we recommend that teacher educators recognize and build from the various ways potential and preservice teachers understand this complex practice to improve its implementation in science classrooms. Further, we recommend that a variety of practicum contexts may help beginning teachers develop a greater breadth of understanding about the practice of developing and using models.     

Integrated STEM in practice: Learning from Montessori philosophies and practices

In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross‐disciplinary and situated in real‐world problem‐solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the United States, and its alignment with the conceptual framework of integrated STEM. We selected Montessori adolescent environments because the Montessori philosophy involves interdisciplinary application contextualized in purposeful work and learning. Our research sought to investigate how Montessori middle schools have designed their science programs, and to situate these findings within the current landscape of STEM education and reform‐based science. Based on the results of our survey of 96 U.S. Montessori middle schools, we argue Montessori offers an integrated educational approach that meaningfully situates academic disciplines to mirror local and global challenges, well supported by theory and literature on STEM and situated learning theories. We assert that integrated STEM happens organically in many Montessori middle schools, and takes place through authentic work in communities of practice. Our research communicates the value of looking outside traditional school settings to examine alternative formal education spaces, like Montessori classrooms where integrated STEM happens organically.     

Examining Recruitment and Retention Factors for Minority STEM Majors Through a Stereotype Threat Lens

Prior research regarding minorities in the science, technology, engineering, and mathematics (STEM) fields indicated that the factors of peer support and participation in STEM‐related activities contributed positively to minority students' recruitment and retention in these fields. Utilizing stereotype threat as a conceptual framework, this qualitative case study investigated the contribution of these factors by examining the experiences of minority students majoring in a STEM field. Data analyzed through a deductive approach indicated that a stereotype threat adversely affecting retention and recruitment in STEM could be either minimized or maximized by peer support, in the form of educator or familial influence, and participation in STEM‐related activities through internships and the application of STEM‐related knowledge. Findings from this research may inform higher education institutional practices involving the recruitment and retention of students to the STEM fields from minority populations.     

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students’ participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open‐ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in thought‐provoking critical conversations. The paper concludes with a discussion of ways teachers can assist in the STEM career identity development of their underrepresented females and students of color and calls for research that combines the key findings in SCCT and CRT to build confidence and capacity for teachers to effectively confront issues of racism, sexism, and stereotyping in science and mathematics classrooms.     

The impact of an out‐of‐school STEM education program on students’ attitudes toward STEM and STEM careers

There is an increasing awareness of out‐of‐school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out‐of‐school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at a public research university was designed to integrate STEM disciplines with hands‐on problem‐based activities. Design features included authentic learning contexts, engineering design processes, and content integration. Data sources included an attitude survey and interviews conducted with forty sixth grade middle school student participants. The analysis revealed significant differences between pre and posttests on student attitudes toward personal and social implications of STEM, science and engineering learning, and their relationship to STEM. Findings showed that the program contributed to students’ developing interest in STEM fields, and helped them make connections between schoolwork and daily lives. Recommendations for future research on out‐of‐school STEM education programs were discussed.     

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

The purpose of the current study was to evaluate the impact of co‐taught integrated STEM methods instruction on preservice elementary teachers’ self‐efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to include STEM integration components, including STEM model lessons co‐taught by a mathematics and science educator, as well as a special education colleague. Quantitative data were gathered at three time points in the semester (beginning, middle, and end) from 55 preservice teachers examining teacher self‐efficacy for integrated STEM teaching. Qualitative data were gathered from a purposeful sample of seven preservice teachers to further understand preservice teachers’ perceptions on delivering integrated STEM instruction in an elementary setting. Quantitative results showed a significant increase in teacher self‐efficacy across all three time points. Item‐level analysis revealed that self‐efficacy for tasks involving engineering and assessment (both formative and summative) were low across time points, while self‐efficacy for tasks involving technology and flexibility were consistently high. Qualitative results revealed that the preservice teachers did not feel adequately prepared by university‐level science and mathematics courses, in terms of content knowledge and integration of science and mathematics for elementary students.     

Adults’ Perceptions of Children's Science Abilities and Interest After Participating in a Family Science Night

The goal of this research was to examine adults’ and children's perceptions of participating in a family science night event, especially in the context of parental belief about children's science abilities. Family science nights are becoming increasingly popular and are used in a wide range of settings. During family science nights, adults and students jointly engaged in a variety of science activities. Results revealed that adults, 90% of whom were parents of attending students, reported learning more about children's interests and abilities in science. Students also agreed that that the adults had learned more about their abilities and interests. Personal characteristics of adults and children, such as gender and ethnicity, were not found to have any relationship to ratings.     

Families,experiments, and nature: Learning science through project-based learning

This study brings together the research focused on science education through project-based learning (PBL). This learning project was carried out in a rural learning community and an attempt was made to adapt to the natural resources of the area by organizing educational outings, experimental activities, and encouraging the participation of families. The overall objective is to test the effectiveness of applying the PBL teaching methodology for learning science in a rural learning community. The methodology used has been qualitative, specifically, the participating research has been used and the information has been compiled in a field notebook. The results show that the didactic proposal had good results; showing that, in conclusion, science teaching today should be inclined toward more innovative educational methodologies such as PBL.     

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Engineering design‐based STEM integration is one potential model to help students integrate content and practices from all of the STEM disciplines. In this study, we explored the intersection of two aspects of pre‐college STEM education: the integration of the STEM disciplines, and the NGSS practice of engaging in argument from evidence within engineering. Specifically, our research question was: While generating and justifying solutions to engineering design problems in engineering design‐based STEM integration units, what STEM content do elementary and middle school students discuss? We used naturalistic inquiry to analyze student team audio recordings from seven curricular units in order to identify the variety of STEM content present as students justified their design ideas and decisions (i.e., used evidence‐based reasoning). Within the four disciplines, fifteen STEM content categories emerged. Particularly interesting were the science and mathematics categories. All seven student teams used unit‐based science, and five used unit‐based mathematics, to support their design ideas. Five teams also applied science and/or mathematics content that was outside the scope of the units' learning objectives. Our results demonstrate that students integrated content from all four STEM disciplines when justifying engineering design ideas and solutions, thus supporting engineering design‐based STEM integration as a curricular model.     

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM‐specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre‐post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional‐route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.     

Learning to teach science in urban schools: Context as content

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that offered a unique view of science teachers’ development of knowledge of urban education contexts. Data sources included narratives of teaching experiences from interviews and open‐ended survey items. Findings were interpreted in light of context knowledge for urban educational settings. Findings indicated that science teaching in urban contexts was impacted by the education policy context, notably through accountability policies that narrowed and marginalized science instruction; community context, evident in teacher efforts to make science more relevant to students; and school contexts, notability their ability to creatively adjust for resource deficiencies and continue their own professional growth. Participants utilized this context knowledge to transform student opportunities to learn science. The study suggests that future science education research and teacher preparation efforts would benefit from further attention to the unique elements of urban contexts, specifically the out of classroom contexts that shape science teaching and learning.     

PBL as a pedagogical approach for integrated STEM: Evidence from prospective teachers

Problem-based learning (PBL) and science, technology, engineering, and mathematics (STEM) are two acronyms widely visible in education literature today. However, few studies have explored these in connection with one another, specifically with regard to teacher preparation. This study investigated how 47 prospective elementary teachers developed PBL units and how they integrated STEM and other disciplines into those units. It also addressed the affordances and constraints of integrated STEM as perceived by the prospective elementary teachers. Data sources in this multimethod study included PBL units and interviews. Findings revealed that all of the units integrated at least two of the STEM disciplines, as well as literacy, in a variety of ways. The prospective teachers articulated perceived benefits of integrated STEM, such as: making connections across content areas, preparing students for the real world, teaching students that failure is not a bad thing, and providing future opportunities. They also addressed perceived barriers of integrated STEM, such as: having limited experience with the content, diminishing the effect of individual content areas, and needing better curriculum alignment. Overall, this study provides evidence that PBL can be a pedagogical approach to integrate STEM. Implications for teachers, teacher educators, and curriculum specialists are discussed.     

Active learning: a case study of student engagement in college Calculus

This paper presents a case study for strategic engagement of students in a Calculus course in order to produce increased learning in the classroom. Since it has been shown that active learning can promote greater comprehension for students in science, technology, engineering, and mathematics (STEM) courses, the researcher utilized many types of active learning techniques to enhance classroom instruction. The key components implemented are presented as a model of enhanced learning through developed classroom engagement. This course redesign model entitled, Strategic Engagement for Increased Learning (SEIL), has the potential to (1) contribute to the body of knowledge on ways to improve mathematics skills for college students, (2) identify successful teaching strategies and technologies that will promote the retention of STEM students, (3) increase the success rate of students taking Calculus, and (4) help produce more STEM graduates needed for the STEM workforce in the United States of America.     

Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The Practices of Science Observation Protocol (P‐SOP)

Within the field of science education, there remains little agreement as to the definition and characteristics of classroom inquiry. The emerging emphasis on scientific practices in science education reform discourse is underpinned by a need to better articulate the constituent elements of inquiry‐based science. While a small number of observation‐based instruments have been developed to characterize science learning environments, few are explicitly aligned with theoretical constructs articulated by the National Research Council and/or have been substantially field‐tested. We employ a newly developed instrument, the Practices of Science Observation Protocol (P‐SOP), to investigate essential features of inquiry and scientific practices in which early learners engage in elementary classrooms. This research is part of a multiyear professional development program designed to support elementary teachers (K‐5) in a large, urban school district to learn to better engage students in scientific practices. Project teachers video‐recorded enacted science lessons (n = 124) which were used as data. Findings illustrate both essential features of inquiry and scientific practices observed in elementary classrooms, as well as establish the P‐SOP as a valid and reliable observation protocol. These findings have important implications for the design of elementary science learning environments and associated research and development efforts in the field.     

Modification and validation of the mixed-format Engineering Concept Assessment for middle school students using many-facet Rasch measurement

Integrating engineering into the K-12 science curriculum continues to be a focus in national reform efforts in science education. Although there is an increasing interest in research in and practice of integrating engineering in K-12 science education, to date only a few studies have focused on the development of an assessment tool to measure students’ understanding of engineering design. Most of the existing measures focus only on knowledge and understanding of engineering design concepts using multiple-choice items with the exception of the mixed-format Engineering Concept Assessment (ECA). Also, advanced measurement models are lacking application in the testing of such mixed-format assessments in science education. This study applied many-faceted Rasch measurement to the modified ECA for eighth-grade (ECA/M8) and a newly constructed rubric applied by five judges across 497 eighth-grade students’ responses after experiencing an integrated learning unit on the engineering design process. The results supported the fit of the items and rubric rating scales to the Rasch specifications. Recommendations are made for item wording, and further reliability and validity testing of the ECA/M8, and use of the ECA/M8 in science education and research.     

A Study of STEM Assessments in Engineering,Science, and Mathematics for Elementary and Middle School Students

The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing student learning in science, technology, engineering, and mathematics (STEM)‐related areas in grades 4–8 through an engineering design‐based, integrated approach to STEM instruction and assessment. The fact that the assessments are available to school districts at no cost, and represent psychometrically sound instruments that are sensitive to STEM‐oriented curriculum, offers schools an important tool for gauging students' understanding of engineering, science, and mathematics concepts.     

Who succeeds in STEM? Elementary girls' attitudes and beliefs about self and STEM

With ongoing underrepresentation of women in STEM fields, it is necessary to explore ways to maintain girls' STEM interest throughout elementary and middle school. This study is situated within the context of Designs in STEM (pseudonym), an out-of-school program that engages urban youth in authentic STEM experiences. Participants were 30 girls attending Designs in STEM in grades four and five. Participants were interviewed about their STEM interest, out-of-school versus in-school STEM learning experiences, and how gender relates to STEM success. Several key findings emerged. First, although students' prior school experiences with mathematics resulted in less positive dispositions toward mathematics than other STEM disciplines, their experiences at Designs in STEM revealed that mathematics could be fun and valuable when used for real-world purposes. Second, students found Designs in STEM to be more engaging and inspiring due to the context and pedagogies employed by Designs in STEM instructors. Third, despite observing girls' behavior that was more aligned with academic success, participants still identified STEM advantages for boys. Finally, participants defined success and intelligence in STEM based on speed and tracking. Discussion focuses on the need to consider how school-based mathematics instruction may serve as a barrier to girls' STEM interest and involvement.