Abstract:
Introduction: Sara Forbing, a fourth grade teacher at Frank E. Schall Elementary, will address student, teacher, and parent attitudes concerning STEM through the use of publications and STEM kits. Students will also be working on critical thinking skills through the use of the kits.
Problem Statement: This project will address multiple problem areas. First, being in a low income rural area, students are not exposed to the wide variety of careers and opportunities that exist in STEM fields, along with how STEM relates to the real world. Second, students lack the opportunities to problem-solve and expand their critical thinking skills within a more open setting. Third, many teachers in the building lack confidence and training in the area of STEM. Finally, many parents have limited knowledge of STEM and its importance.
Procedures: The teacher involved in this project intends to use school-wide STEM materials to address student knowledge and perceptions of STEM and related careers. The project will also feature a component to address teachers’ attitudes toward STEM by providing STEM kits and parent attitudes through the use of STEM take home packs. Attitudes will be measured through pre and post surveys.
Results: The expected results are that students will improve their perceptions of STEM and STEM careers as well as developing a greater ability to problem-solve and think critically. At the same time, teachers and parents will improve their knowledge and comfort level with STEM.
Conclusion: Through the use of STEM publications and STEM exploration, students, teachers, and parents will gain knowledge and experience in the areas of STEM.
Introduction: Sara Forbing, a fourth grade teacher at Frank E. Schall Elementary, will address student, teacher, and parent attitudes concerning STEM through the use of publications and STEM kits. Students will also be working on critical thinking skills through the use of the kits.
Problem Statement: This project will address multiple problem areas. First, being in a low income rural area, students are not exposed to the wide variety of careers and opportunities that exist in STEM fields, along with how STEM relates to the real world. Second, students lack the opportunities to problem-solve and expand their critical thinking skills within a more open setting. Third, many teachers in the building lack confidence and training in the area of STEM. Finally, many parents have limited knowledge of STEM and its importance.
Procedures: The teacher involved in this project intends to use school-wide STEM materials to address student knowledge and perceptions of STEM and related careers. The project will also feature a component to address teachers’ attitudes toward STEM by providing STEM kits and parent attitudes through the use of STEM take home packs. Attitudes will be measured through pre and post surveys.
Results: The expected results are that students will improve their perceptions of STEM and STEM careers as well as developing a greater ability to problem-solve and think critically. At the same time, teachers and parents will improve their knowledge and comfort level with STEM.
Conclusion: Through the use of STEM publications and STEM exploration, students, teachers, and parents will gain knowledge and experience in the areas of STEM.