Author(s):
T.I.M.E. for STEMAbstractV. Chambers, K. York, M. MarnichNeed:Transforming Integrative Makerspace Education for STEM (National Science Foundation funded project) focuses on improving the quality and effectiveness of STEM education for pre-service teachers. School of Education (SOE) and the Department of Natural Sciences, Engineering and Technology (NSET) Faculty from Point Park University collaborated on this project. NSET faculty who are content experts in mathematics, biology, and physics provided professional development for SOE faculty on STEM content knowledge using the National Institute for STEM Education (NISE) guiding principles and domains. TIME for STEM community partners also provided additional professional development on makerspace pedagogy.As institutions of higher education focus on high-impact practices for undergraduate students, interdisciplinary STEM learning and teaching in a makerspace environment is an innovative approach to STEM education preparation for pre-service teachers. Guiding Questions:The TIME for STEM project builds on a model of improving STEM education through community partnerships and faculty development, but also combines institutional partnership for faculty development and student growth integrating STEM teaching and learning across the curriculum for preK-4 certification students. The project addressed the following research question: What do pre-service teachers (education students) and faculty members identify as areas of pedagogical growth in STEM learning and teaching in a makerspace environment?Outcomes:T.I.M.E. for STEM is a qualitative study that used a content analysis approach to explore the data. The research team administered pre and post surveys asking participants to reflect on their understanding of maker pedagogy and STEM learning.The first section of the survey focused on questions pertaining to NISE Domain 1- Creating an Environment for Learning. The evaluation from the pre and post survey results identify significant differences between the two surveys. The second section of the survey focused on questions pertaining to NISE Domain 2- Building Scientific Understanding. Results from the post-survey indicated that a majority of participants focused on student centered or open-ended activities to promote student investigation and inquiry prior to and following formal STEM instruction.The third section of the survey focused on questions pertaining to NISE Domain 3- Engaging Students in Scientific and Engineering Practices. The majority of participants described an appropriate STEM related makerspace question/real-world problem and also provided evidence of how makerspace material could be utilized by students to formulate a solution.Broader Impact:TIME for STEM can have a multiplier effect beyond the project’s direct participants. This project leverages community partners and makerspace activities that are flexible enough to be replicated at institutions with or without their own makerspace labs. There is a need for STEM teachers who can effectively teach with integrated approaches across disciplines and who can help all students achieve success with STEM learning. Elementary educators have an opportunity to create early educational experiences for students that can improve attitudes toward STEM subjects, develop higher level and critical thinking skills, and improve proficiency in mathematics and science.
Coauthors
Kamryn York, Point Park University, Pittsburgh, PA; Mark Marnich, Point Park University, Pittsburgh, PA
