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Hosted by NSTA Proposal Deadline: Philadelphia, PA www.nsta.org October 2017 Vol. 29 No. 3 CARRIE QUINNEY/BOISE STATE STATE QUINNEY/BOISE CARRIE UNIVERSITY Some Schools National Science Teachers Association Taking STEM Home Replacing Science, STEM Fairs 6 In a Backpack 8 CONTENTS Off to the STEM Races 3 A STEM Approach to Transform Teacher Education When students build race cars and com- sleeves, and tie back pete in races, they can learn science, long hair. In addi- technology, engineering, and math tion, “I spent most 6 NSTA Member Poll: Some Schools Replacing (STEM) concepts, are more likely to of the time supervis- Science, STEM Fairs retain what they learned, and have fun ing [the cutting and in the process, educators have found. drilling stations],” he Building and racing CO -powered drag- asserts. Parent vol- 8 Taking STEM Home in a 2 Backpack sters—miniature race cars propelled by unteers also staffed a carbon dioxide cartridge—“creates the stations to pre- a lot of excitement and anticipation vent injuries. GRAB BAG in students. When I tell students that Students then [there] is going to be a competition, raced their cars in Pull-Out Section! that sparks a lot of students to want the tournament. G1 Freebies to try and make the best car possible,” About 100 fifth says Matt Hall, a fifth-grade teacher at graders participat- G3 News Bits Manchester Middle School in Manches- ed in the race each G4 What’s New ter, Michigan. year, Hall recalls. Ex- The project began two years ago citement about the G6 In Your Pocket when Amcor, a global supplier of plastic CENTER TRANSPORTATION MID-AMERICA event has made stu- packaging that has a local office, gave Building race cars made of food and powered by potential dents “more likely G8 Summer Programs energy stored in a rubber band is one of the hands-on, the school a $2,500 grant to fund a to talk about the inquiry-based activities in the Roads, Rails, and Race Cars science project. Hall and the other fifth- after-school program, held in schools around Nebraska. project and the sci- 11 Ms. Mentor: Making the grade teachers “decided to do CO2 cars. ence,” he contends. Most of Prior Experiences It lined up with what I was teaching in “Some students fifth-grade science, in a forces and mo- the cars. It was force and motion prin- do worry that if their car loses in the 14 NSTA Press Free Chapter tion unit,” Hall explains. “When I was ciples in action.” Before designing the first round of racing, is that going to Excerpt: Picture-Perfect in high school, we built CO2-powered cars, he says many students had trou- affect their grade? I tell [them] their STEM Lessons, K–2 dragsters, and it was a memorable proj- ble understanding the effects of mass grade on their car project is not depen- ect for me. I liked designing something on acceleration. Afterward, “I was dent on how well they do in the race. 16 Blick on Flicks: The and building it and seeing it in 3D.” very surprised to see some students They are graded on thoughtful design Princess Bride — 30 Years The grant paid for “consumables, who were special education or not the of their car, taking into consideration Later car parts, a starting gate and finish line best academically come up with some all that we have learned about forces with a sensor, equipment, and paint,” interesting designs,” he observes. and motion,” he points out. 19 Mark Your Calendar Hall relates. The following year, another Next, Hall and co-teacher Cindy For 10 years, Kara Gelinas—grades Amcor grant of “$800 or $900” funded Karapas “set up different stations [for 5–6 science teacher at Edgartown 20 NSTA Needs You! paint and other consumables, he notes. activities like] prototyping, cutting School in Edgartown, Massachusetts— During the design phase, “we [car bodies from balsa wood], drilling, has run annual solar car races for fifth looked at car designs: what made cars sanding, and painting,” he explains. and sixth graders at schools on Martha’s faster and more aerodynamic,” he They ensured safety by having stu- Vineyard. Energy services organization reports. “There was a relationship be- dents wear eye protection and aprons tween what we discussed and building to protect their clothes, roll up long STEM Races, pg 5 A STEM APPROACH TO TRANSFORM TeaCHER EDUCatION PG 3 OCTOBER 2017 NSTA Reports 3 COMMENTARY: Jo Anne Vasquez A STEM Approach to Transform Teacher Education by Jo Anne Vasquez immense impact on how all students so, how do they begin to implement education consultants. She says the are learning. this change? program “threads 21st-century skills It is not surprising that STEM The first step is to radically redesign (critical thinking, collaboration, com- education has become recognized elementary education teacher educa- munication, creativity) with a STEM as a meta-discipline that integrates tion programs. We must recognize focus; follows the K–6 calendar (August formerly separate subjects into a that change is not always easy or swift, through May), providing rich immer- new and coherent field of study. As and it takes deliberate conviction to sion in ‘clinical’ settings, thus enabling we learned from the 2007 National accomplish this reorganization from candidates to compact 4 years into 3.5 Science Board Report, A National isolated classes and coursework. There years to graduate one semester early; Action Plan for Addressing the Critical is the faculty to enlist, a design team commingles university content and Jo Anne Vasquez Needs of the U.S. Science, Technology, to organize, and K–6 school partners pedagogy courses with field experienc- Engineering, and Mathematics Educa- to recruit. There needs to be research es synergistically, in every semester of tion System, an effective 21st-century on 21st-century schools and STEM the program; aligns with current K–6 economy for our nation requires a practices, and interviews and sur- Indiana Generalist and Developmental True science, technology, engineering, constantly evolving mix of new and veys with principals, award-winning Standards along with [NGSS]; [and] and mathematics (STEM) integration improved competencies with strong teacher leaders, current elementary aims to meet the increased demand across a school or district is harder to foundation in STEM that emphasize education candidates, and graduates in for elementary teachers with strong find than one would think. As a STEM critical thinking, problem solving, the field. No simple task, and not one content knowledge, most notably the education consultant, I am lucky to collaboration, and creativity. to be rushed into quickly. Planning, demand for highly qualified elementa- work with many innovative schools, Knowing research supports mul- strategizing, and communication are ry teachers in STEM.” teachers, and projects. Schools around tidisciplinary, interdisciplinary, and required to bring about lasting change. (To learn more about UIndy’s El- the world are rushing to provide STEM transdisciplinary STEM teaching, it Moving toward an integrated STEM ementary Education “Teach Today, education opportunities for their begs the question: Why don’t colleges approach will help preservice elemen- Transform Tomorrow” STEM pro- students and providing professional and universities provide elementary tary teachers recognize their science gram, e-mail [email protected], or learning experiences for their teachers. teachers with the skills and knowledge and math courses are not just a jumbled visit https://goo.gl/cTfnVq.) STEM teaching and learning is no needed to become effective STEM collection of random facts—if they are If STEM education is to become “flash in the pan” education move- educators during their preservice ed- provided with an integrated sequence a greater priority in our schools, we ment. It is here to stay and having an ucation courses? Is this possible, and if of courses that create opportunities need to change the system preparing to explore connections among all the our teachers. Many of them will have STEM disciplines. How can we expect had these types of experiences during future teachers to implement STEM their own education, but let’s give Lynn Petrinjak ............................. Managing Editor teaching and learning in their own them a clear path to developing the Debra Shapiro .............................Associate Editor elementary classrooms without giving skills and knowledge to be successful Will Thomas, Jr. ..................................... Art Director them in their preservice courses the STEM teachers. My hope is that uni- Production Staff...................................Jack Parker Catherine Lorrain very experiences we want them to use? versities and colleges everywhere will National Science Teachers Association Kenneth Roberts ..Asst. Exec. Dir. for Periodicals One solution to the challenge of recognize it is time to make STEM 1840 Wilson Boulevard David Beacom .........................................Publisher offering courses in a cross-curricular education meaningful and relevant for Arlington, Virginia 22201-3092 David L. Evans .........................Executive Director l 703-243-7100 Advertising model as recommended by NSTA and all preservice teachers. [email protected] Jason Sheldrake ........................................ Director the Next Generation Science Standards [email protected] (NGSS) would be to completely re- With thanks to Colleen Mulholland, John 703-312-9273 design science and math courses into Somers, Stephen Spicklemire, Nancy Stef- © 2017 National Science Teachers Association integrated blocks that include technol- fel, and Elizabeth Turner from the Univer- K–16 teachers only may reproduce NSTA Reports’ contents for classroom or noncommercial, ogy and engineering. The University of sity of Indianapolis, School of Education. professional-development use only. This does not include display or promotional use. For all Indianapolis’ School of Education will other permission to photocopy or use material electronically, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please access www.nsta. move in this direction in August 2018. Jo Anne Vasquez is a STEM education con- org/permissions for further information about NSTA’s rights and permissions policies.
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