The Role of Relationship in STEM Education: A First-Person Perspective

• In Event: Examining the Instruction and Learning Relationship: The Role of Teacher Knowledge, Curriculum, and Context

Abstract

For years, education research and policy efforts have addressed the importance of science, technology, engineering, and mathematics (STEM) education in the United States. Much of this research fails to characterize the relational aspects involved despite widespread theoretical support for such an emphasis. In this paper, we report findings from a phenomenological study of an in-class STEM project in which high school students became passionate about studying STEM when in a collaborative learning relationship with a teacher who respected and trusted them to guide their own applied scientific research. Students reported the project being fun, applicable, and important to their futures. Our findings indicate that STEM interventions should emphasize the importance of building teacher-student relationships through respect, trust, and support.

Authors

• Brian K. Sohn, The University of Tennessee - Knoxville

• Jessica Koehler Yom, University of Pennsylvania