This study explores the experiences of two teachers participating in professional development workshops focused on supporting implementation of SocioScientific Issues (SSI) and aspects of social justice into STEM classrooms. SSI are ill-defined problems, with a basis in science, but necessarily include moral and ethical decisions that cannot be resolved through science alone. These debatable issues can enhance learning of STEM by engaging students in real-world and authentic problems. The USTRIVE project was developed to foster STEM learning through integrated professional development workshops and the development of professional learning communities to support teachers in the use of SSI and incorporation of aspects of social justice in their STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson planning during the project and (b) In what ways did teachers’ designed lessons change from the beginning of the workshop?
more »
« less
Science, Society, and Self An Undergraduate Course for Imparting Social Context to STEM
A formal pedagogical push emerged and later blossomed in designing integrated curriculum between STEM and non-STEM areas in secondary and higher education. A growing cadre of research identifies positive learning outcomes for students participating in an integrated curriculum who apply basic STEM knowledge to investigate social problems and justice issues within social contexts. Research indicates STEM students demonstrate fewer concerns with social issues, often placing a greater interest in the value of individualism. This article outlines a new integrative course, Science, Society and Self, which was supported by a National Science Foundation grant to Iona College in the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program. The Development of Excellence in Science through Intervention, Resilience, and Enrichment (DESIRE) program seeks to increase retention and graduation rates for economically disadvantaged and high-aptitude STEM majors. Skills important for success in STEM courses are reviewed, as are service-learning and policy applications. We also explore the intersections between nature of science (NOS) and sociological concepts. This culminates in distinguishing public science issues by connecting the intersections of human biographies, history, and societal structures through the sociological imagination, as conceived by C. Wright Mills.
more »
« less
- Award ID(s):
- 1643737
- PAR ID:
- 10378592
- Date Published:
- Journal Name:
- Journal of college science teaching
- Volume:
- 51
- Issue:
- 6
- ISSN:
- 0047-231X
- Page Range / eLocation ID:
- 10-16
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This study explores the experiences of two teachers participating in professional development workshops focused on supporting implementation of SocioScientific Issues (SSI) and aspects of social justice into STEM classrooms. SSI are ill-defined problems, with a basis in science, but necessarily include moral and ethical decisions that cannot be resolved through science alone. These debatable issues can enhance learning of STEM by engaging students in real-world and authentic problems. The USTRIVE project was developed to foster STEM learning through integrated professional development workshops and the development of professional learning communities to support teachers in the use of SSI and incorporation of aspects of social justice in their STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson planning during the project and (b) In what ways did teachers’ designed lessons change from the beginning of the workshop?more » « less
-
In the United States, Black and Latinx students are underrepresented in STEM courses and careers due to a dearth of culturally relevant opportunities, which in turn are connected to broader issues of social justice. Place-based environmental civic science offers potential for addressing these issues by enabling students to apply their STEM learning to mitigate local environmental problems. By civic science we refer to science in which all citizens, not just experts, engage for the public good. In this paper, we report on a study in which we followed middle-and high-school science and math classes in urban schools serving racial/ethnic minoritized students as they engaged in an innovative contextualized curriculum—a place-based civic science model in which students work with STEM community partners to address an environmental issue in their community. We draw from students’ open-ended reflections on what they learned from participating in place-based environmental civic science projects that could help their communities. Thematic analyses of reflections collected from 291 students point to beliefs in the usefulness of science to effect community change. Students articulated the science they learned or used in the project and how it could affect their community; they made references to real world applications of science in their project work and made links between STEM and civic contributions. In their own words, the majority of students noted ways that STEM was relevant to their communities now or in the future; in addition, a subset of students expressed changes in their thinking about how they personally could apply science to positively impact their communities and the ties between STEM and social justice. Analyses also point to a sense of confidence and purpose students gained from using STEM learning for their goals of community contribution. Results of this study suggest that focusing on local place as a foundation for students’ STEM learning and linking that learning to the civic contributions they can make, cultivates students’ perceptions of how they can use science to benefit their communities. Findings also suggest that engaging students in place-based civic science work provides effective foundations for nurturing STEM interest and addressing the underrepresentation of youth of color in STEM.more » « less
-
more » « less
Abstract Recent calls for reform in K‐12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth‐grade students (
i = 1305). The curriculum unit integrated science and engineering content and practices to teach ecology, water pollution, and engineering design. We investigated the designed integrated STEM unit's effectiveness in students' science learning outcomes on pre‐, post‐, and delayed post‐assessments. We collected pre‐and post‐assessment data of students' science learning outcomes for both the baseline group (taught via existing district‐adopted curriculum) and an intervention group (taught with integrated life science and engineering curriculum). We used a quasi‐experimental research design and examined differences between baseline and intervention groups. We used ANCOVA to explore differences in students' learning in baseline and intervention groups. Furthermore, for students in the intervention group, we conducted repeated‐measures ANOVA to investigate knowledge retention. Our analyses also accounted for students' gender and People of Color (POC) status. We conducted multiple regression analyses to explore the relationship between students' gender, POC status, and their learning outcomes. The results indicated that the intervention group students performed significantly better than the students in the baseline group. The repeated measures ANOVA showed that students in the intervention group retained science knowledge after 8 weeks of instruction. Finally, the regression analysis for the baseline group showed that gender and POC status were not significant predictors of their post‐assessment scores. However, POC status was a significant predictor of post‐assessment scores and knowledge retention for the intervention group. Overall, this study provides valuable findings on how an integrated STEM curriculum designed with engineering design and practices improves students' science learning outcomes. -
more » « less
Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- The DOI is not currently available.
