STEM Practices

• In Event: 31.044 - MakEval: Mixed Methods Approaches to Evaluating Making in Schools

Abstract

The STEM Practices instrument provides a range of tools for educators, evaluators, and/or researchers to measure indicators of youths engaged in practices common to professionals across science, technology, engineering, and mathematics (NRC, 2012). We utilized established PK-12 practice skills within the United States as the foundation for the multiple tools within the instrument (e.g, Standards for Mathematical Practice in the Common Core State Standards (CCSS, 2010)). Similar practices are also visible globally such as in countries across Europe (Education, Audiovisual and Culture Executive Agency 2011). Although these standards-based documents frame engagement with these practices within a formal setting, we have found evidence of youth enacting these practices within an informal STEM-related making and tinkering setting (Authors, 2017). We built upon our understanding from this study to create and refine an interdisciplinary observation tool of 11 STEM practices, a survey for youth to self-report their engagement and set goals, a peer-to-peer interview protocol, and a set of questions designed for a short Twitter response. Beyond highlighting the development and refinement of these four tools, this Presentation will discuss how educators in formal and informal learning spaces are utilizing the tools among a diverse body of youth.
As studies suggests, active engagement as a participant in the authentic practice of a community may foster students’ interest(s) (Olitsky, 2007), views of themselves as becoming and being an expert in the community, (Hunter et al., 2006), confidence in their skills and abilities, and an understanding of career possibilities and trajectories (Thiry & Laursen, 2011). We too contend that through engaging in practices common to STEM professionals in making and tinkering that youth are developing the knowledge and skills to move toward full participation and lifelong learning in the STEM community (e.g., Lave & Wenger, 1991). The tools in this instrument highlight such engagement (or not).
Each tool in the STEM Practices Instrument was initially reviewed by formal and informal educators and researchers within the field of maker education. The feedback from this review was considered and appropriate edits and additions were applied. Next, informal and formal educators from various regions in the U.S. were asked to pilot any of the four tools to provide additional feedback through completion of a survey and a short interview, as well as providing evaluation and student artifacts. Again, this feedback informed the further refinement of each tool. The information gathered during this phase also highlighted ways in which tools were utilized. The insights gained from the development, refinement, and use of the four tools from multiple perspectives will be highlighted in this presentation, as well as limitations of the instrument and ongoing developments.
It is expected that with the adoption of content and practice standards across STEM subject areas in PK-12 school settings in the U.S. that the utilization of this instrument will be a step toward forming a bridge between in-school and out-of-school learning context; a common language in the interest of students becoming a productive member of the STEM community.

Author

• Amber Simpson, Binghamton University - SUNY