Critical and Culturally Relevant Experiential Learning in STEM: Preparing Elementary Educators in Urban Schools for STEM Education

• In Event: Equity and Efficacy in STEM Education: Challenges and Possibilities for Multidimensional and Experiential Learning

Abstract

The purpose of this study was to explore and develop the cultural competency skills needed to understand, deliver, and support the critical and culturally relevant experiential STEM-related discourses and experiences of students in urban elementary schools for pre-service teachers and their cooperating teachers. Using a mixed-methods design, this study aimed to explore the knowledge and attitudes of PSTs and their cooperating teachers during an extended residential weekend and three follow-up PD workshops. Findings suggest that teacher candidates and their cooperating teachers benefitted from content and responded well to the stimuli. There was a positive shift in teachers dispositions on STEM experiential learning. Further research is needed to determine if the implementation increases the engagement of students in urban elementary schools.

Authors

• Brittany Nicole Anderson, University of North Carolina - Charlotte

• Chonika Coleman-King, University of Florida