Urban School Teachers and STEM Education: Creating Engaging, Passion-Driven Learning Context

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-1 - Explorations of STEM Teaching and Learning

Abstract

Drawing from an “integrated, problem-solving” research framework (National Academy of Education, 1999) where both researchers and educators are accountable for successfully improving educational practices and outcomes, this paper reports qualitative data collected from teacher interviews, student surveys, learning artifacts, and classroom observations in three STEM alternative learning spaces at one urban school. The authors identify three problems schools currently face in developing student interest in STEM: 1) a rigid and narrow curriculum, 2) high failure rates in math & science courses, and 3) teacher-centered instruction. This paper reports data on how teachers addressed these problems by focusing on project-based learning, non-cognitive skill development, and alternative assessments. Implications for STEM program development are discussed.

Authors

• Marco Antonio Murillo, University of California - Los Angeles

• Karen Hunter Quartz, University of California - Los Angeles

• Rebekah Kang, Los Angeles Unified School District

• Jason Torres-Rangel