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Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom. We addressed these challenges by implementing professional development in which school counselors and teachers collaborate to design PBL units aligned with rural community local needs and STEM careers. Using a descriptive multiple-case study methodology to document the experiences of three teams of educators, we used cross-case analysis to explore how the teams integrated PBL and PBE principles to foster meaningful learning experiences and enhance career awareness among students. The research questions focused on each team’s implementation of the PBL units based on key PBL design elements and how they integrated local community connections and places. Initial findings suggest that while teams effectively engaged with community members and integrated STEM career connections, they faced challenges in broadly applying learning and assessment practices. We highlight the potential of PBE to enhance rural STEM education and emphasize the need for long-term professional development to equip teachers with the skills necessary to integrate STEM content and career development effectively.
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Designing Futures: Place-Based STEM Learning through Cultural and Spatial Innovation
This study examines how culturally grounded and immersive design pedagogies can enhance STEM engagement for Native American middle school students, integrating Place-Based Education (PBE), Culturally Relevant Teaching (CRT), and Problem-Based Learning (PBL). Utilizing Virtual and Augmented Reality (VR and AR) and 3D printing, the project aimed to boost student interest and engagement in STEM through culturally responsive, problem-solving modules. A Design-Based Research (DBR) methodology facilitated a co-design process with educators, community members, and students from three Oklahoma tribes (Citizen Potawatomie Nation, The Otoe-Missouria Tribe, and United Keetoowah Band of Cherokee Indians) to develop a curriculum incorporating local cultural narratives and environmental contexts. Findings show that place-based and culturally relevant pedagogies significantly enhance STEM education in tribal communities. Native educators effectively adapted the curriculum, integrating tribal origin stories and cultural practices into activities like architectural visualization and design thinking. Despite challenges such as irregular attendance and COVID-19 disruptions, the program successfully increased student engagement and motivation, particularly through hands-on hackathons. This research underscores the transformative potential of combining PBE, CRT, and PBL with advanced technologies to deepen students' connections to their heritage, enhance learning experiences, and strengthen STEM identities. Future plans include expanding professional development for educators and incorporating career narratives from Native American STEM professionals to further inspire students. Discussing these topics through the tangible contexts of architecture and interior design makes abstract ideas more engaging and accessible for students. As researchers committed to inclusive and community-centered educational design, our engagement with the three partner Tribal Nations stems from a longstanding collaborative relationship grounded in mutual respect. This partnership is guided by reciprocal learning, with communities benefiting through access to emerging technologies, tailored curriculum, and STEM enrichment for their youth. This study highlights the importance of culturally responsive, place-based STEM education in preparing Native American students for future STEM careers.
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- Award ID(s):
- 2048987
- PAR ID:
- 10679724
- Publisher / Repository:
- Design and Technology Education: An International Journal
- Date Published:
- Journal Name:
- Journal of design and technology education
- Volume:
- 30
- Issue:
- 2
- ISSN:
- 1360-1431
- Page Range / eLocation ID:
- 12-25
- Subject(s) / Keyword(s):
- Culturally Relevant Teaching Native American Place-Based Education STEM Education Virtual and Augmented Reality
- Format(s):
- Medium: X Size: 3MB
- Size(s):
- 3MB
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript
- Journal Article:
- https://doi.org/10.24377/dteij.article3365
