Understanding Teachers’ Practices in Implementing Community-Based Science Inquiry

• In Event: Sustained Teacher Professional Development

Abstract

STEM education initiatives focus on engaging students in solving real world problems that relate to science and technology. The teacher’s role remains essential in enacting such approaches in the classroom. This qualitative study aims to investigate the perceptions of teachers regarding the challenges and successes in implementing problem-based learning (PBL) with a focus on water issues. Science teachers participated in professional development that engaged them in the interdisciplinary study of drinking water and watershed problems, connecting classroom science to real world problems. We found that teachers identified collaboration with others, access to resources (both technical knowledge and equipment) and fit with curriculum as key factors in successfully implementing PBL.

Author

• Nidaa Makki, The University of Akron