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Science education integrates the study of and practices from the Next Generation Science Standards (NGSS). At the fundamental level, the pedagogy involves teaching and learning that emphasizes the use of scientific inquiry and the engineering design process to develop students’ problem-solving, critical thinking, and collaboration skills. Unfortunately, funding and professional development for teachers, which is essential to assure successful implementation of science lessons to increase the potential for student achievement, is lacking. Therefore, this NSF-funded science-education research project explored the development of a model that deepens the existing partnerships among grass-roots, non-profit community education organizations, K-12 public schools, and local university partners. Together, they worked collaboratively to develop systems where teachers could implement high-quality, place-based, NGSS-aligned science learning opportunities that actively engage students. This research project may lead to a future proposal for high-quality professional development for teachers, using the Teacher-to-Teacher professional development model, with the goal of impacting student achievement in science. The goals of this research project were to (1) develop a collaborative model that deepens community, public school, and university partnerships designed to support science educators and their students and (2) explore the current academic and social impact of the Teacher-to-Teacher professional development program as a possible solution for the development and implementation of high-quality, place-based, NGSS-aligned learning experiences for and with students. This presentation will focus on the components used to develop the partnership model with community partners, K-12 teachers and administrators, and university professors. Finally, the Teacher-to-Teacher (T2T) model and its new iteration, the Teacher-Plus-Community Partners T+CP Model will be shared for future development of place-based science learning experiences.
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Co-Constructing and Sharing STEAM Knowledge through a Culturally Relevant Literacy-Based Early Childhood School-University Partnership
Through school-university partnerships that situate learning within culturally relevant educational experiences, faculty, preservice teachers, and school-based educators are able to co-construct and share scientific knowledge. This knowledge consists of pedagogical content knowledge and funds of knowledge that include both knowledge and skills developed in cultural context that have evolved historically. In early childhood education, culturally relevant Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning experiences are particularly important for young children's cognitive and social emotional development. This paper describes how intentional co-planning and collaboration to celebrate the US Read across America Day provided over 100 preschool children in eight classrooms with access to STEAM lessons virtually led by university preservice teachers in partnership with educators in the school. These activities engaged children in exploring art, computer science, physical science, engineering, and mathematics within the context of a culturally relevant version of the fairy tale Goldilocks and the Three Bears. Lessons implemented as part of school-university partnerships support Black and Latinx children's development of a sense of belonging in STEAM. Further, these experiences enhance teacher candidates' abilities to engage in culturally responsive STEAM teaching while receiving ongoing guidance and education from university faculty and school-based educators. Teacher education programs within higher education institutions should embrace school- university partnerships as contexts for the development of shared scientific knowledge and discourse since the benefits are twofold. First, children and teachers gain access to, and engage with, innovative STEAM experiences. Second, preservice teachers learn culturally relevant research-based instructional strategies through university coursework situated in authentic learning experiences; thus, their learning as teacher candidates is enhanced through planning, implementation, evaluation, and critical reflection.
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- Award ID(s):
- 2031394
- PAR ID:
- 10311977
- Date Published:
- Journal Name:
- Proceedings of the 2nd International Conference of the Journal Scuola Democratica
- Volume:
- 2
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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