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Conference Session: “Experience It -By Doing-STEM Experiential Learning”
Track: STEM Instruction
Teacher’s and student’s experiences affect their interest in STEM which creates ones STEM Identity. Since most learning is done experientially (83%), come and learn how to combine STEM with experientially learning to enhance student’s interest and identity in STEM. This can lead to increase STEM engagement.
1) Learn specific education skills essential to bringing experiential learning into the classroom.
2) Develop practical logistic application to assist teachers to design, implement and prepare set-up stations for hands-on activities.
3) Gain a structured approach to inquiry-based lesson planning as well as resource gathering information that will enable students to make personal connections to the STEM through experiential hands on learning.
This creative and interactive workshop develops knowledge in areas to give teachers the tools to succeed. There are interactive group discussions and creative experiential lessons.
During this interactive learning experience, participants will gain knowledge about the unique and changing role of outdoor STEM education in our changing society. The effects of outdoor STEM education experiences on participants’ beliefs and attitudes about science mirror the STEM goals of increasing student interest, and identity in STEM. Participants will leave this session with concrete ideas about high quality, meaningful STEM integration in grades 3-8.
Schoolyear Ecology Hike-Teacher will go outside to collect things to identify with nature and then make the connection to interest in STEM. This exercise leads to having students develop interest and identity in STEM.
Engineering Pathway: Genetic Engineering-Teachers will handle live Crayfish. E ach group will be assigned to observe one structure/behavior carefully. Draw structures and describe behaviors related to those structures. When scientists draw pictures to understand how something works it is called a model.
STEAM Machine-Teachers will work in teams to build a machine based on Rube Goldberg chain reaction but will have to also market it to the “Shark Tank.” Build all out of duct tape, PVC, mouse traps, wood, dominos etc. Prizes for the STEAM Machine.
Schoolyear Ecology Hike- Participants will go outside to collect things to identify with nature and then make the connection to interest in STEM. This exercise leads to having students develop interest and identity in STEM.
Solar Amusement Park –Participants are introduced to the world of creative engineering product design by completing an actual design challenge presented in six steps.
Abstract-The interactive activities and other suggested ones can help student gain interest and identity in STEM. Recent research found that by the fourth grade, one-third of student’s loss interest in STEM subjects. By eighth grade, the number jumps up to 50%. Also, many students’ interest in STEM is hindered by the lack of being able to envision themselves in STEM careers. The more experiences they have in different areas of STEM, the more likely they are to pursue STEM careers. Using experiential STEM exercises could lead students to begin a path in STEM and develop career readiness in this area. The current demand for STEM-capable workers surpasses the supply of applicants who have trained for those careers. 16 of the 20 occupations with the largest projected growth in the next decade are STEM related, but only 4 of them require an advanced degree.
During this session they learn specific outdoor education skills essential to bringing experiential learning into the classroom, learn practical planning a logistic skills to prepare them to design, implement and prepare set-up stations for hands-on activities. They will gain a structured approach to inquiry-based lesson planning as well as resource gathering information that will enable students to make personal connections to the activities.
- Tom Fraker, CEO, Tonto Creek Camp, firstname.lastname@example.org, 844-411-CAMP, cell: 480-220-6588