June 15, 2014
June 15, 2014
June 18, 2014
K-12 & Pre-College Engineering
24.105.1 - 24.105.11
A standards-based tool for middle school teachers to engage students in STEM fieldsMiddle school teachers play an instrumental role in promoting student interest in science andengineering fields. Studies have shown that engaging students early on can inspire students topursue degrees in STEM fields for higher education. This work focussed on providing middleschool teachers with resources to engage students using hands-on activities and demonstrationsdirectly related to the state science standards. During the Fall 2012 term, a library of briefhistorical perspective, applications and activities was generated for 8th grade physical sciencestandards. The demonstrations and activities were specifically selected to promote interest andengage students. Beginning Spring 2013, video demonstrations were produced to assist contentpreparation. Concomitantly, the resources were designed to be accessible as a database on an iOSdevice such as iPhone, iPod Touch or an iPad. In particular, an app was designed to deliver thecontent with the ability to track progress. The app serves as a powerful reference and a guide forteachers to integrate science and engineering activities within their curriculum. Towards the endof June 2013 a workshop was organized for teachers to provide feedback on the project and testthe beta version of the app. The project and the app were favorably received from workshopattendees, with several of the teachers requesting early access to the database for the 2013-2014school year. In addition, crucial feedback and insight was collected from the focus groupdiscussions following the app demonstration. It is expected as teachers begin to use the app andthe content within, feedback and contributions from user community will further improve thequality and breadth of the content.
Bakrania, S., & Bhatia, K. K., & Jahan, K. (2014, June), A Standards-Based Tool for Middle School Teachers to Engage Students in STEM Fields Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/19997
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