February 2022: Taking Action! Student Generation of Solutions to Local Environmental Problems
Expert Panel
February 2022: Taking Action! Student Generation of Solutions to Local Environmental Problems
Recorded: Feb. 7, 2022 at 3:00 PM EST
Description: This Online Panel will explore STEM learning anchored by local, field-based data collection harnessed towards actionable impacts, such as the creation of solutions to local environmental challenges.
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Discussion
Read the discussion related to this theme.Related Resources
This commentary was stimulated by Yeping Li’s first editorial (2014) citing one of the journal’s goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning.
In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns.
The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.
We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance.
The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design.
Engineering education programs like PLTW face both challenges and opportunities to effectively integrate academic content as they strive to prepare students for college engineering programs and careers.
For this study, the authors implemented an engineering design project focusing on water resources in 8th grade science classes. Students were exposed to either an engineering project (treatment) or a more traditional format (control) and their knowledge of water resource issues was evaluated using a pre-post assessment tool.
This paper contrasts performances overall and by gender, ethnicity, and socioeconomic status (SES) for middle school students learning science through traditional scripted inquiry versus a design-based, systems approach.
The Science Career Continuum is an out-of-school-time program, rooted in promoting accessible pathways for marginalized youth in STEM by providing resources to support them along their college and career pathways.
This curriculum explores Environmental Justice issues through partnerships with local community organizations, STEAM concepts, and by integrating Environmental Education and Social Justice lessons that emphasize the connection between social justice and ecology.
James Callahan
Looking forward to the action programs working together in the year ahead. Sharing on approaches, resources, networking. STEM for All Video Showcase is always outstanding!
Panelists and hosts. Thank you for the beautiful discussion today!!
Rebecca Clark Uchenna
James, thank you for joining us on Monday! It was wonderful to hear all about your energy efficiency programing. Can you remind me how you got started? How did you find partners in the DC area? I hope you consider creating a video for the Showcase; I know the community would love to hear about your work!
Nancy Songer
Hello everyone, and welcome to theTaking Action discussion!
I enjoyed hearing how different projects introduce place-based and phenomena-centered activities. One team shared an idea called SMART, which was a way to help students select good research questions to gather data and evidence about and conduct analyses towards designing solutions.
What ways do you launch your activities?
Do students identify the research questions or are these organized or filtered by instructors, scientists, or community members?
Kirby Whittington
Hi everyone and thank you so much for joining the continued discussion. It was wonderful to hear the different ways that everyone is helping students to take action in their communities.
One of the questions I have been pondering since the panel was: what tools and knowledge do teachers need most when working with projects that ask students to take action in their communities?
Two big points were made during the discussion yesterday. Specifically tools around data collection and analysis as well as teacher professional development materials to help foster the use of data in the classroom. But others ones that have come to mind are knowledge of the complex problems, tools for connecting with community and stakeholders, etc. Are there other things that teachers need in order to foster these types of activities
Rebecca Clark Uchenna
Hello everyone, thank you for joining us on Monday for the panel and breakout discussions! For those who were not able to make it "live", feel free to check out the recording of the webinar.
One aspect of citizen science I have been working on is how computational thinking (CT) is integrated into natural sciences. My challenge for you is to think through how CT can be applied to your projects. During the panel we also talked about an interdisciplinary approach to science in the classroom. Teachers - do you integrate different subjects into your science classroom; if so, how? Is it successful?
Daniel Damelin
I think computational thinking can be integrated through modeling, both the use of models of phenomena/systems, and also through the student creation of computational models. One way we try to support that some of my projects is through the use of SageModeler, a free web-based tool that has been developed over a couple of NSF-funded grants: https://sagemodeler.concord.org
Elphas Ongong'o
Jambo everyone, it was a privilege for me to participate in this program considering my profession, as a tour operator and library director. I found it necessary to participate because of the passion I have to assist students, especially those from vulnerable families, to access quality education. I learned a lot from each one of you. I have taken note of 2 particular tools mentioned here - SageModeler and CODAP. Just a brief profile of what I do, that I coordinate a network of school 8 secondary and 4 primary schools. Through friends like you, we support the schools with unlimited internet connectivity and computers in order to improve computer literacy in the community. We also upgrade their libraries for a conducive reading environment and support them with books. We introduce the schools to STEM programs such as IC4 https://multiplex.videohall.com/presentations/1986 and much more. I am interested to work with each one of you and I would also like to exchange contacts with @Larisa Schelkin. Our theme on the environment for this year is TAKING CARE OF OUR WORLD. Thank you.
Rebecca Clark Uchenna
Hello Elphas, thank you for joining us on Monday, it was so nice to meet you during the breakout session! CODAP is a great data tool as well as Tuva Labs and Data Classroom. Tuva Labs and Data Classroom in particular have nice entry level datasets and training modules for elementary and young middle school students.
I would love to learn more about your tour operations and how you connect with students and the community. Do you work with local school groups? Do you integrate your tour operation with your library director and computer literacy work? I have so many questions!
Thank you again for tuning in from Kenya!