Efforts to improve scientific literacy, particularly in underserved areas, is gaining momentum as researchers and educators seek to bridge the gap in science education. Such initiatives are especially critical in the rural South, where students face significant barriers to learning science, often compounded by economic hardship and limited resources.
Addressing these challenges, education researchers at Michigan State University (MSU) have undertaken a project, in collaboration with historically black institutions Alabama A&M University (AAMU) and Winston-Salem State University (WSSU), to adapt the chemistry curriculum. and high school physics. , Creating Engaging Science Environments (CESEs), to be more culturally responsive for students in this region.
“This partnership represents a step forward for science education research in [AAMU] and a step forward for Alabama’s children, especially those who reside in rural areas,” said Samantha Strachan, EdD, associate professor and coordinator of the secondary education program at AAMU, in a statement announcing the project. “Our university will is centrally involved in using an innovative approach that can potentially transform how teachers learn science and how students learn science.”
The CESE curriculum’s regionally responsive approach integrates students’ cultural backgrounds and everyday experiences into the science curriculum. This method aims to make the subject more relevant and engaging, thereby fostering sustained interest in STEM (science, technology, engineering and mathematics) fields, encouraging more students to pursue higher education and careers in these fields.
Experts agree that abstract STEM concepts are less likely to resonate with students than hands-on experiments and lessons that are more relevant to their communities, such as drinking water quality, local energy production, and regional ecological and environmental studies.
The CESE curriculum’s project-based learning aligns with the Next Generation Science Standards and allows students to explore and investigate topics related to their interests and lived experiences. Examples include physics modules that explain the physics module forces and motions involved in dropping and damaging a phone, and engineering materials on the principles of sound that go into designing a concert experience. By collecting and analyzing data and testing theories, students can see practical applications of science in their lives.
“[CESE] is advancing science education, and with the collaboration of our partners, we believe it will happen in the South as well,” Barbara Schneider, PhD, John A. Hannah University Distinguished Chair in the MSU College of Education and the project’s principal investigator. , said a statement from the university. “When students in the rural South find solutions to significant challenges in their communities through science learning, we hope to see their increased engagement in STEM and desire to pursue science careers.”
Funded by a $7.7 million Education Research and Innovation grant from the US Department of Education, the project will be evaluated through a rigorous process. To determine the effectiveness of the CESE curriculum in increasing science achievement in the rural South, a five-year randomized control trial will include 4,000 students and 90 teachers from low-income and underrepresented communities in Alabama and North Carolina. The study will utilize existing partnerships between AAMU, WSSU and their respective local school districts.
The project will also include professional development opportunities for teachers,
providing curricular materials and science equipment, and collaborating with technology companies to ensure students have the necessary tools required. This comprehensive approach ensures that students and teachers are well equipped to engage with the work and apply it effectively in their classrooms.
The CESE curriculum has already shown positive results in Michigan and California, with increased student engagement and higher achievement scores. The expectation is that similar success will be seen in the rural South, Schneider said, resulting in more students choosing to pursue science careers. Engaging students in project-based learning helps them gain confidence and see themselves as future scientists.
“Teaching and learning science is an essential part of preparing the next generation of adult citizens to be functional in their families, communities, region, and global landscape,” said Lena Walton, PhD, an associate professor of elementary education. at AAMU. the statement. “This collaborative project-based initiative will enhance the teaching of science so that students are able to experience its relevance and applicability to their lives as non-scientists.”●
