Jumping on the STEM bandwagon: How middle grades students and teachers can benefit from STEM experiences

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.

Keywords:

• STEM education
• engineering design
• professional development

Notes

¹ See Lesseig, K., Holmlund Nelson, T., Slavit, D., and Siedel, R. (2016) 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]