Preservice Service STEM Teachers and Their Enactment of Community-Centered STEM Project-Based Learning (C-STEM-PBL)

• In Event: Culturally Responsive Teaching Practices in Science and STEM

Abstract

K-12 STEM teachers are essential to the critical analysis of real-world issues and can contribute to the democratization of our society, especially in urban contexts. We engage urban based pre-service STEM teachers in community focused STEM project-based learning (C-STEM-PBL). STEM teachers were challenged by time, scaffolds, and context in their implementation of C-STEM-PBL and noted increased interest and engagement by their students; further, C-STEM-PBL provided opportunities for intentional formative assessments. STEM teachers, through the STEM-PBL process, facilitated opportunities for K-12 students to connect STEM related issues to their personal and community experiences. This place based, high context approach creates opportunities for critical analysis; so, students might push against the injustices that affect the community.

Authors

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

• Jaime Park, University of California - Los Angeles