Abstract
Given the current emphasis on science, technology, engineering, and math (STEM) education and its key attributes, middle school is an optimal time to implement STEM-based curricula. However, the interdisciplinary and open-ended nature of STEM projects often makes implementation difficult. In this article, we describe a professional development project aimed at preparing middle grades teachers to implement STEM Design Challenges with their students. We discuss the resources that supported project teachers in navigating identified implementation challenges and provide an example of a sixth-grade team’s efforts to engage all learners in STEM experiences. Recommendations and examples in this article can support other middle school teams working to enact STEM education.
Notes
1 See Lesseig, K., Holmlund Nelson, T., Slavit, D., and Siedel, R. (Citation2016) for further description of the TESI project.
Additional information
Notes on contributors
Kristin Lesseig
Kristin Lesseig, Ph.D., is an assistant professor in the Department of Teaching and Learning at Washington State University, Vancouver, WA. E-mail: [email protected]
David Slavit
David Slavit, Ph.D., is the Boeing Distinguished Professor of mathematics education/mathematics in the Department of Teaching and Learning at Washington State University, Vancouver, WA. E-mail: [email protected]
Tamara Holmlund Nelson
Tamara Holmlund Nelson, Ph.D., is a professor of science education in the Department of Teaching and Learning at Washington State University, Vancouver, WA. E-mail: [email protected]