Supporting Equitable Participation Through Project-Based STEM Learning at the Elementary Level

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Teaching Content in Context: Knowledge of Learners, Communities, and Learning

Abstract

The authors examined 12 elementary student teachers’ project-based STEM curriculum units designed for elementary-school students and analyzed how their lesson plans supported equitable participation in STEM learning. The characteristics of the curricular elements of content, process, and product were identified, and the implementations of the lessons based on students’ readiness, interest, and learning profile (Tomlinson, 2014) were discussed. The findings showed that three salient and unique attributes exist in project-based STEM units: 1) nonsingular concepts of content knowledge, 2) mixed learning styles in various contexts, and 3) multiple modes of presentation. Implications for how project-based STEM lessons can be enacted to support equitable participation and the significance of these findings are discussed.

Authors

• Yi-Jung Lee, University of Arkansas at Fayetteville

• Lisa Taylor, University of Arkansas at Fayetteville

• Shawn Bell, University of Arkansas at Fayetteville