By Emily Sorto Argueta
Faculty mentor: Dr. Thomas Kelly
In recent years, research has shown that less students are pursuing Science, Technology, Engineering, and Mathematics (STEM) careers. Consequently, a lack of people in these STEM fields may lead to missing potential talent in the STEM industry. Part of the problem can be linked to student’s K-12 education and the effects this has on their future career aspirations. Unless K-12 education makes major efforts to encourage and increase the number of students pursuing a STEM career in the future, then the United States might miss out on potentially great talented people in these fields. The methodologies used for this research paper was research, collection of research, and analysis of different current instructional methods, classroom management strategies, and out-of-school programs that are in place in secondary schools, specifically in science (STEM) classrooms. Findings suggest that student-centered instruction, engineering designed-based instruction, effective classroom management, and supporting community programs spark student interest in STEM and thereby increasing their willingness to enter post-secondary STEM related study paths. In addition, based on the findings from scholars, a series of lesson plans and a classroom management philosophy plan, specific to a 7th grade science classroom setting, was created based on the findings from the research component.
2 responses to “The Effects of STEM Classroom Instruction and Management on STEM Career Aspirations in Students”
Hi Emily! Great presentation! I can tell you put a lot of work into this project, and I loved hearing the process and results of what you did. What has been the most impactful discovery you’ve made that you wish to apply to your career as a teacher?
I think the most impactful discovery is allowing students to take more control of their learning and develop a greater sense of meaning-making. I say this because going into the education program, I had an idea that a teacher is just supposed to give students knowledge, and while that is true, I’ve changed my perspective into having a teaching style that provides enough support and guidance for students to become active participants of their learning, instead of passive receivers of knowledge. It is something that I think I will become better at while I teach more, but I’m glad that I am going into teaching with that perspective in mind and I think my capstone helped me develop that understanding through the research.