A Project-Based, STEM-Integrated Team Challenge for Elementary and Middle School Teachers in Alternative Energy
John Harris, Saint Francis University, United States ; Allison Felix, Saint Francis University Science Outreach Center, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract: A project-based, STEM-integrated approach using engineering and technological design principles in science teacher professional development was conducted during Saint Francis University’s 2009 two-week MSP Summer Science Institute. The institute included instruction in technologies to support a team challenge in which teachers built a model of a passive solar house, computationally analyzed budget and design criteria and measured real time temperature using data acquisition tools. The 76 teacher’s tests showed a pre-test average of 52.2% compared to a post-test average of 66.3% (Capital Area Intermediate Unit, 2009). Analysis showed a strong statistical difference between the pre and post tests means, indicating an increase in STEM content knowledge. Survey results showed that science concept knowledge, cooperative learning in science or math, and project-based learning in science or math were among the top components rated “greatly increased” by teacher participants.
Harris, J. & Felix, A. (2010). A Project-Based, STEM-Integrated Team Challenge for Elementary and Middle School Teachers in Alternative Energy. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3566-3573). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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