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1. Adding Local Cultural Relevance to Engineering Exploration Lessons for Middle School Students

   https://doi.org/10.18260/1-2--34092  

   Grohs, Jacob; Matusovich, Holly; Carrico, Cheryl; Gilbert, Karen (June 2020, ASEE Annual Conference)

   null (Ed.)

   Helping middle school students explore potential career opportunities based on local culture and values was the foundation of a study of rural Appalachian middle school students conducted at a major university in the United States. Specifically we focused on positively impacting locally and culturally-relevant conceptions of engineering through participation in multiple classroom activities developed through a partnership of teachers, researchers, and local industry partners. To date, the study has revealed a positive change in the understanding and conception of the field of engineering by students who participated in the culturally relevant classroom activities. As a basis for this work, ample literature was found to describe middle school students’ conceptions of engineering but there was limited available research on the value of relating the field of engineering to a student’s local culture. We are offering a resource exchange session to introduce the approach of designing and using classroom engineering exploration activities directly connected to the students’ local environment, featuring the types of engineering work performed in the area and local problems related to engineering. Effective practices for working with industry partners to help design and deliver the classroom activities will also be shared. An example of a classroom intervention will be featured where students explored potential and kinetic energy by designing and building mountain roads out of simple hardware store materials. This activity allowed students to make connections between the roads they built in the classroom and the geography of their local mountainous, rural area. Industry partners participated in this intervention by offering insights from their technical backgrounds and company practices and assisted with the hands-on lessons in the classroom. This was one of six culturally relevant engineering activities provided to 757 sixth-grade students at seven Appalachian middle schools. 

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2. Engagement in Practice: Lessons Learned Partnering with Science Educators and Local Engineers in Rural Schools

   Lesko, H. L.; Grohs, J. R.; Matusovich, H. M.; Kirk, G. R.; Carrico, C.; van Montfrans, V.; Gillen, A. L.; Paradise, T.; Blackowski, S. A.; Baum, L. M. (June 2018, ASEE Annual Conference proceedings)

   Our NSF-funded ITEST project focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. To achieve this aim, our team of faculty and graduate students partner with school educators and industry experts embedded in students’ local communities to collectively develop curriculum to aim at teacher-identified science standard and facilitate regular in-class interventions throughout the academic year. Leveraging local expertise is especially critical in this project because family pressures, cultural milieu, and preference for local, stable jobs play considerable roles in how Appalachian youth choose possible careers. Our partner communities have voluntarily opted to participate with us in a shared implementation-research program and as our project unfolds we are responsive to community-identified needs and preferences while maintaining the research program’s integrity. Our primary focus has been working to incorporate hands-on activities into science classrooms aimed at state science standards in recognition of the demands placed on teachers to align classroom time with state standards and associated standardized achievement tests. Our focus on serving diverse communities while being attentive to relevant research such as the preference for local, stable jobs attention to cultural relevance led us to reach out to advanced manufacturing facilities based in the target communities in order to enhance the connection students and teachers feel to local engineers. Each manufacturer has committed to designating several employees (engineers) to co-facilitate interventions six times each academic year. Launching our project has involved coordination across stakeholder groups to understand distinct values, goals, strengths and needs. In the first academic year, we are working with 9 different 6th grade science teachers across 7 schools in 3 counties. Co-facilitating in the classroom are representatives from our project team, graduate student volunteers from across the college of engineering, and volunteering engineers from our three industry partners. Developing this multi-stakeholder partnership has involved discussions and approvals across both school systems (e.g., superintendents, STEM coordinators, teachers) and our industry partners (e.g., managers, HR staff, volunteering engineers). The aim of this engagement-in-practice paper is to explore our lessons learned in navigating the day-to-day challenges of (1) developing and facilitating curriculum at the intersection of science standards, hands-on activities, cultural relevancy, and engineering thinking, (2) collaborating with volunteers from our industry partners and within our own college of engineering in order to deliver content in every science class of our 9 6th grade teachers one full school day/month, and (3) adapting to emergent needs that arise due to school and division differences (e.g., logistics of scheduling and curriculum pacing), community differences across our three counties (e.g., available resources in schools), and partner constraints. 

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3. Opportunities and Challenges of Facilitating Educator’s Understanding and Use of the Next Generation Science Standards

   Hapgood, S.; Czerniak, C.; Gotwals, A. W.; Wright, T.; Fulmer, G.; Hand, B.; Lehman, E.; Gane, B.; Songer, N.; Newstadt, M. (April 2021, NARST 94th Annual International Conference)

   null (Ed.)

   This symposium will focus on five projects’ professional development efforts to enhance educators’ understanding and use of the Next Generation Science Standards (NGSS). Involving educators from preschool to middle school levels in diverse contexts, each project has worked in this problem space in different ways. Of central importance to all the projects is how the NGSS necessitate productive classroom discourse, but the projects differ on how to support educators to achieve “rich science talk.” For example, an “assessment for learning” lens guides one group’s work, while recognizing language and argument as epistemic tools is the driving conceptual framework for another. In this symposium, project leaders discuss the decisions and dilemmas of, and the lessons learned from, their work. This highly interactive session includes brief introductions from each project followed by time for interaction with the projects’ researchers and materials. Projects will bring materials such as scaffolds for collaborative instructional planning, a formative classroom observation tool to support teachers’ use of productive classroom discourse, and examples of instructional units with 7 curricular features designed to support the vision of the NGSS. The session will culminate with time for crosstalk and discussion. 

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4. Opportunities and Challenges of Facilitating Educator’s Understanding and Use of the Next Generation Science Standards [Symposium presentation]

   Hapgood, S. (January 2021, NARST 94th Annual International Conference.)

   null (Ed.)

   This symposium will focus on five projects’ professional development efforts to enhance educators’ understanding and use of the Next Generation Science Standards (NGSS). Involving educators from preschool to middle school levels in diverse contexts, each project has worked in this problem space in different ways. Of central importance to all the projects is how the NGSS necessitate productive classroom discourse, but the projects differ on how to support educators to achieve “rich science talk.” For example, an “assessment for learning” lens guides one group’s work, while recognizing language and argument as epistemic tools is the driving conceptual framework for another. In this symposium, project leaders discuss the decisions and dilemmas of, and the lessons learned from, their work. This highly interactive session includes brief introductions from each project followed by time for interaction with the projects’ researchers and materials. Projects will bring materials such as scaffolds for collaborative instructional planning, a formative classroom observation tool to support teachers’ use of productive classroom discourse, and examples of instructional units with 7 curricular features designed to support the vision of the NGSS. The session will culminate with time for crosstalk and discussion. 

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5. Learners’ Perspectives on ARCH + STEM: Integration of Archaeology and Indigenous Knowledges with Western Knowledges of STEM

   https://doi.org/10.3390/educsci13050450  

   Simpson, Amber; McCann, Jada; Miroff, Laurie (May 2023, Education Sciences)

   It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners’ perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners’ perspective of (a) Indigenous people; (b) the field of archaeology; and (c) STEM concepts, practices, and processes. Data were collected through 15 focus group interviews held approximately six weeks after the program’s conclusion. The results demonstrated that learners gained a new perspective of STEM, integrating Indigenous and Western perspectives; gained an understanding of archaeology and archaeological concepts; and made connections between STEM concepts embedded in the program and those within and outside of their school experience. Based on the results, we contend that the integration of alternative knowledges and ways of being and seeing the world within nonformal learning environments has the potential to diminish differences and/or tensions between Indigenous and Western knowledges and perspectives of STEM, as well as support archaeology as an approach to facilitating the learning and application of STEM concepts, practices, and processes. 

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