Advancing the “ E ” in K-12 STEM Education

Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards. Introduction Not enough students are interested in pursuing careers in science, mathematics, technology and especially engineering, at a time when the United States currently has a shortage of qualified workers in STEM fields (NSB, 2008). One of the more critical reasons most students are not interested in pursuing careers in these fields is that they are not exposed to relevant topics in STEM, particularly engineering, during their K12 studies. Quality curricular materials in these areas are scarce and teachers have not been trained to incorporate these topics into their curriculum and instruction (Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). Therefore, students are not adequately prepared to enter STEM programs in college or pursue careers in STEM fields (NSB, 2008). As a result, there has been a growing interest in higher education to bring engineering principles and applications to secondary school mathematics and science classrooms (Kimmel & Rockland, 2002; Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). The integration of engineering concepts and applications into the different content areas in the curriculum is one approach. The engineering design process can provide a context that would support teachers in teaching about scientific inquiry since these processes are parallel in nature and have similar problemsolving characteristics. Robotics encompasses the diverse areas of technology, computer science, engineering, and the sciences. Because of its multidisciplinary nature, using robotics in the classroom can be a valuable tool to increase student motivation and learning. The use of practical, hands-on applications of mathematical and scientific concepts across various engineering topics will help students to link scientific concepts with technology, problem solving, and design, and to apply their classroom lessons to real-life problems. Teachers require a certain set of skills and knowledge to begin integrating technology and engineering concepts into their classroom practices (Boettcher, Carlson, Cyr, & Shambhang, 2005; Zarske, Sullivan, Carlson, & Yowell, 2004). For new teachers this can be part of their pre-service training, but for current teachers comprehensive professional development programs are needed. Some identified factors that should be included in successful professional development programs include: long-term effort, technical assistance, and support networks, collegial atmosphere in which teachers share views and experiences, opportunities for reflection on one’s own practice, focus on teaching for understanding through personal learning experiences, and professional development grounded in classroom practice. This article provides a brief account of efforts to address the aforementioned issues and summarizes work that has been conducted at the New Jersey Institute of Technology to develop K-12 STEM curricular materials and training programs for secondary science and mathematics teachers in order to integrate engineering principles into classroom instruction. Advancing the “E” in K-12 STEM Education Ronald Rockland, Diane S. Bloom, John Carpinelli, Levelle Burr-Alexander, Linda S. Hirsch and Howard Kimmel