Supporting STEM Preservice Community Teachers: STEM–Problem-Based Learning and Intersections With Community and Deep Learning

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Promising Practices for Preparing Culturally and Linguistically Responsive STEM Educators

Abstract

Pre-service urban STEM teachers engaged in community-centered PBL. The community teacher and deep learning frames support the work of C-STEM-PBL. 31 pre-service math and science teachers engaged in the enactment of C- STEM-PBL. Over 80% were able to contextualize the content and relate it to real life, making tasks authentic and deep learning experiences. 41% constructed a PBL driving question situated in the community. Family engagement primarily involved presenting to family and community as well as accessing their feedback. Pre-service teachers were challenged by time and logistical constraints; however, 90% of pre-service teachers implemented the projects in their field placements. Overall, this was a community-focused, deeper learning experience with implications for supporting community-centered STEM teachers.

Authors

• Imelda Nava-Landeros, University of California - Los Angeles

• Jaime Park, University of California - Los Angeles