Abstract:

Achievement in middle school has been linked to college readiness and can have lasting effects on a student’s academic trajectory (Johnson et al., 2022). The middle school science classroom is paramount in establishing a student’s views about science and can affect their pursuit of science-related careers (Rigle-Crumb et al., 2011). Engaging students in authentic science through project-based learning, phenomenon driven activities, and storylines are strategies shown to increase student interest in science (Akkas and Eker, 2021; Beier et al., 2018; Penuel et al., 2019). Lack of models and support, low self-efficacy to try new things, time restrictions, and lack of funding are all barriers to introducing pedagogical change in the middle school classroom (Fitzgerald et al., 2019). The National STEM Scholar Program (NSS) was established to inspire creativity and passion in middle school science teachers so that these teachers could impact student interest in science during these critical years of learning. A partnership between The National Stem Cell Foundation, The Gatton Academy, and Western Kentucky University (WKU), NSS selects ten scholars each year. Scholars travel to the WKU campus for a week of professional learning rich in hands-on science, phenomenon, storylines, and project-based learning. Currently there are 80 scholars from 34 states who have impacted more than 83,000 students. Under the mentorship of a content specialist, each scholar develops a Challenge Project to implement in their middle school classrooms. Projects have ranged from hydroponics, growing trout, to establishing robotics and rocketry for the classroom with 49%, 34%, and 17% of projects relating to life science, physical science, and earth science, respectively. Scholars are funded to present their challenge project at the National Science Teacher Association meeting. Qualitative interviews examined the effects of challenge project in the middle school classroom. Pre/post-interviews were conducted with scholars (N=30), and a qualitative analysis of interview transcripts was conducted to identify themes. Prior to participating in NSS, the scholars reported that most of their curriculum was found on the internet. Many scholars explained they modified curriculum and activities to increase student engagement or to meet the learning level of their students, but none reported using projects as a way to increase authentic science or student engagement. The post-interviews suggested that the challenge project brought positive change to the science classrooms including
1) increased teacher self-efficacy to establish a new project-based learning framework and to pursue new opportunities in the future,
2) provided funding to support the new project-based learning,
3) increased agency of students, parents, and community in classroom learning, and
4) made the classroom more engaging, authentic, and exciting for teachers and students. In addition, student outcomes were also noted. These included increased motivation and interest in science, a feeling of ownership of the projects, and increased attendance and achievement.

Keywords:

Science education, middle school science, professional learning, project-based learning, problem-based learning, storylines.