Three ways to generate participation in STEM classrooms

Key points:

For as long as I can remember, I have been in awe of science, space, and the world around us. And after looking Star Wars and Star Trek For the first time I was hooked. I decided to become a teacher in part to share this passion: my father, who taught chemistry at Phoenix Community College for 33 years, was my inspiration.

Although many of my physics and astrophysics students in Chaparral High School Whom Scottsdale Unified School District Already science enthusiasts, I understand how important it is to continue finding new ways to keep them inspired and engaged. The same is true (and possibly more important) for students who are less interested in science and STEM fields. After all, engagement is a critical factor that helps students pursue a STEM path in college and the workforce.

Below are three ways to create authentic learning experiences that help develop students' interest in STEM fields and keep them interested all year long… and beyond.

Focus on practical learning

While taking notes is often necessary when presenting and teaching new concepts, it is not necessarily fun. Students often learn best by doing and being active participants in the learning process. This is why it is important to have a practical element in any course, unit or lesson.

There are many different (and fun) ways to incorporate hands-on learning into science teaching. For example, in my astrophysics classes, I will begin by teaching students about the history of astronomy, how telescopes work, how stars are born, and the origins of the universe. Students then have the opportunity to act like real astronomers using the Slooh Online Telescopes, through which they can observe different stars, planets and celestial objects. The experience of controlling telescopes and capturing celestial images like those they see in the news headlines helps them make authentic connections with what they have just learned. Slooh then combines its images, text, and questions to challenge students to improve their understanding.

Using probeware and other data collection technologies is another way to reinforce key concepts being taught and familiarize students with the technologies they will experience in university laboratories and STEM fields. For example, my physics students use force probes and photogates. Vernier Science Education to collect real-time data during electromagnetic mechanics investigations. Then, they use Vernier graph analysis software to graph and analyze that data and draw conclusions based on the findings from it.

Without the practical component, these types of lessons would not have as much impact.

Keep learning relevant

Needless to say, science is all around us. There is science behind every invention and everything we do, but this understanding may not always resonate with students.

What resonates is linking learning experiences to current and relevant events. For example, it is much more interesting and attractive to talk about how the GPS of mobile phones works on satellites that constantly rotate around the Earth. Or learn about the current international space race, rather than just reading published (and potentially outdated) magazine articles. Students want to learn about what they hear in the news and what is impacting their current lives.

That said, I always try to make my lessons relevant and am ready to pivot if something unexpected happens that I can turn into a learning moment. For example, in 2013, when the Chelyabinsk meteor exploded over Russia, I came to school that morning and prepared a presentation with a video about the event. We talked about what happened and tied into the discussion what they already knew about celestial events.

More recently, during Ring of Fire annular eclipse on October 14^th This school year, I invited all my students to witness the phenomenon together. W.We had the event streamed live through my computer and students were able to view it via a high-quality Slooh presentation, or directly in person with their eclipse safety glasses, a telescope with solar filter, a projection device and effects of shadow as they discussed what was happening at each stage of the eclipse.

Making these connections shows students that science, and particularly space science, really impacts their daily lives.

have fun with it

Learning should always be fun, because when students have fun, they participate. As such, I always try to find new ways to surprise and entertain my students. I think this can happen when a strong relationship is created between a teacher and students so that crazy things don't inadvertently create chaos.

For Halloween I dressed up as the renowned astronomer Edwin Hubble and we talk about the Hubble Space Telescope. And sometimes I transform into a character I created called The Amazing Millamo and perform “magic” tricks, like the famous tablecloth demonstration, to teach students physics concepts in a unique way. I set up a table with the tablecloth and all the plates, utensils, and water glasses and then try to remove the tablecloth without everything falling off (…I usually succeed, but sometimes I don't! Ironically, students seem to enjoy failures even more than The successes).

Gamified learning is another way to increase engagement. For example, using Slooh, students can compete for gravity points when they reserve time at online telescopes, capture images, and complete missions. I often hear them compare images or the number of gravity points and mock each other in a collegial manner. This keeps them motivated and having fun, as they continue to learn and explore.

Student participation is essential regardless of the subject being taught. But with the push to develop STEM literacy and get more students, especially girls, into STEM fields, participation is especially necessary across scientific disciplines.

By creating hands-on, relevant, and fun learning experiences, as well as learning environments that value and respect students, STEM teachers can significantly increase engagement and, in turn, student outcomes.