Priming the STEM Pipeline Through High School Physics

• In Event: Science Teaching and Learning: Physics Education

Abstract

Student participation in STEM career pathways requires deliberate efforts to prime the postsecondary pipeline by improving teaching and learning in K-12 settings. Access to and readiness for high quality STEM courses is especially critical for historically underrepresented students, including females and racial-ethnic minorities. This study examines outcomes from the implementation of an evidence-based participatory curriculum which included access to physics resources and comprehensive teacher professional development. Findings revealed positive impacts on students’ interest and achievement in physics, particularly for females and minorities. Despite strong student outcomes, teachers’ perceptions of their efficacy to teach was negatively impacted by the shift to virtual instruction associated with COVID-19. We conclude by briefly describing steps being taken to respond to and evaluate this need.

Authors

• Shanan L. Chappell, Old Dominion University

• Joanna K. Garner, The Center for Educational Partnerships

• Melani Anne Loney, Old Dominion University

• Halldora Webster, Old Dominion University