STEMulating Engagement in ActiveFlex Courses Free

STEM has been integrated into formal and informal education to improve science and math literacy, teaching 21st-century skills, and facilitating collaboration between schools and industries (Kim, 2019). With these standards, pre-service science and math teachers face challenges in meeting expectations. Often, elementary teachers are generalists who cultivate a student’s interest in STEM but may lack the confidence in this field to engage their student’s passion adequately. The role of the teacher is vital to STEM education. The literature indicates that training in STEM education is vital to teachers and pre-service teachers (Tezel & Yaman, 2017, p. 63). Trained teachers with a grasp of STEM education are apt to teach and provide solutions to 21^st-century issues. They can integrate different disciplines, all the while achieving goals related to STEM education. Further initiatives to keep and grow STEM teachers emphasize adequate preparation to increase awareness, knowledge, value, attitude, and behavioral tendencies.

At Athens State University, teacher preparation involves restructuring courses to focus on the Nature of Science (NOS) as a goal while using the ActiveFlex model. Pre-service teachers were encouraged to explore the inquiry method to meet this objective and gain confidence in this field. Using one’s perceptions of how scientific knowledge is developed is specifically related to scientific inquiry (Matthew, 2009, p. 699). Modeling a constructivist approach, or student-centered approach, NOS and scientific inquiry provide the framework for Teaching and Assessment Standards outlined by the National Science Education Standards. The phrase nature of science typically refers to the epistemology of science, science as a way of knowing, or the values and beliefs inherent to the development of scientific knowledge (Lederman, 2007, p. 850). From the perspective of the National Science Education Standards (NRC, 1996), students are expected to be able to develop scientific questions and then design and conduct investigations that will yield the data necessary for arriving at conclusions for the stated questions.

A strong STEM education uses school-based problem and inquiry-based approaches and offers students practical activities (Tanenbaum, 2016, p. 45). The preparation at Athens State University allows pre-service teachers to experiment with STEM activities, strengthening their role in NOS and scientific inquiry. This case study follows pre-service teachers who were allowed to adapt to issues arising from STEM instruction and plan their lessons and activities for teaching. The hope is to prepare students for the future and STEM careers by allowing access for all (Prinsley & Johnston 2015, p. 26).

“Scientific inquiry requires the use of evidence, logic, and imagination in developing explanations about the natural world” (Newman et al., 2004, p. 258). This inquiry-based teaching approach often communicates scientific knowledge to students using terms and concepts. At Athens State University, pre-service teachers are taught to engage students in STEM topics and gauge their success through communication of scientific language and the quality of work. This investigative approach begins with the pre-service teachers forming questions, elaborating on processes, evaluating their understanding, and challenging or expounding on determined results. Examples of such discussions and questions are presented in Table 1.

Preservice teachers modeled inquiry-based learning by posing questions about STEM activities, beginning with organizing materials and labs. Information was gathered using a simple entrance ticket where pre-service teachers were asked to list their concerns about teaching science or STEM in elementary classrooms. Most pre-service teachers had concerns about beginning the process, storing and managing STEM materials, and creating an effective classroom management system to support STEM learning. As a result of these questions, pre-service teachers were given the flexibility to visit the partnership school or remotely using ActiveFlex. This opportunity to investigate the problem of organizing STEM materials while searching for solutions bolstered the confidence and understanding of the inquiry method. Pre-service teachers were engaged to ask questions, make observations, be creative, and use intuition to find answers. Athens State faculty could excite their students by providing feedback and having a solid foundation in STEM and the teaching process. They were able to explore ideas and challenge students with new questions.

Studies show that STEM addresses different methods of thinking to create dynamic learning environments focused on innovation and inquiry (Peters-Burton et al., 2019). By incorporating this into the curriculum, pre-service teachers were able to apply what they learned about inquiry-based science through a STEM lab and a STEM collaboration using ActiveFlex.

A partnership was crafted with a local elementary school to add to the curriculum. The goal was to support pre-service teachers in their capability to teach high-quality science lessons while connecting to the school community. This helped pre-service teachers gain real-world experience outside of the college classroom. This connected elementary students with Athens States’ pre-service teachers and community members to further connect with local entities, events, civic engagement, and potential job opportunities. The partnership allowed for shared resources, a confidence boost, and fostered relations. 21^st-century skills and more profound STEM knowledge that supported excellent science education in the local community were garnered (Granovskiy, 2018, p. 63). Participation in STEM education experiences through pre-service programs allows for innovation through collaboration across subjects and affords opportunities for a sound foundation.

STEM schools engage and integrate STEM opportunities to capture student interest. Cowart Elementary is a unique school that prepares students by creating a framework of two or more disciplines in STEM practice. Kelley and Knowles define STEM education as teaching content of two or more STEM practices linked within an authentic context to enhance student learning (2016, p. 3). The SPARK Academy (Scientific, Project-based, Academic Research by Kids) incorporates STEM into the entire curriculum; in other words, all subject matter is taught through the lens of STEM. The program is fun and engaging for students and pre-service teachers alike. In the science methods course, inquiry strategies were used to engage pre-service teachers needing more science instruction experience. To increase practical experience/experiential learning, the partnership with the SPARK academy resulted in gaining expertise and more profound knowledge of concepts overcoming science teaching barriers (Cartwright et al., 2014, p. 470). It bolstered confidence in the pre-service teachers by molding them into capable teachers of STEM across multiple subjects. It also helped students become technology fluent in solving real-world problems and developing creative new solutions.

Wieselmann et al. (2021, p. 805) emphasized the importance of hiring a STEM coordinator placed at the elementary school to provide professional learning and support to teachers by sharing instructional best practices. This is evident through the SPARK Academy partnership led by Jennifer Kennedy. She acts as a STEM specialist for students, the content and curriculum expert for teachers, the science course of study developer at the state level, and a NASA Aeronautics Team leader at the national level. This partnership allowed pre-service teachers to engage in student-centered ideas that could be used in their future classrooms. The SPARK academy partnership was enhanced using the ActiveFlex model and expanded by adding a new STEM lab, allowing more hands-on exploration.

Studies describe STEM as an approach to interpreting academic concepts to life lessons related to real-world problems (Hoachlander & Yanofsky, 2011, p. 62). These were investigated through a STEM Learning Lab, which was made possible with a local technology grant and a partial FIPSE grant. This provided an opportunity to practice what was learned in a lab experience (NSF, 2007). In this environment, pre-service teachers were able to drill STEM activities to investigate real-world issues. The chance to fail in a controlled environment reinforced their confidence in teaching STEM activities. A growth mindset was cultivated so students could practice in real-time or use ActiveFlex. Six essential STEM practices emphasized in the STEM Learning Lab included believing in your students, transferring control, establishing hands-on experiential learning, acceptance of failure, creating leader/role models for students, and offering flexibility.

To teach these six practices, the STEM Learning Lab offers a safe and innovative environment where pre-service teachers can explore new technologies and experiment with STEM materials to overcome insecurities and promote a new understanding of the concepts of teaching STEM lessons in isolated and cross-curricular formats. To allow for exploration, purchases for the STEM Learning Lab included a Lego brick maker space for pre-service teachers to increase familiarity, materials for structure building and exploration, a classroom library with math and science standards books, and additional materials to aid in STEM instruction. Athens State University’s lab housed 3-D printer training pre-service teachers in manufacturing technologies and project-based learning activities. This test base for this work allowed for continual STEM integration into lessons, providing a site for learning best practices and engagement.

This increased pre-service teacher’s understanding as they were not intimidated by STEM activities. The STEM lab encouraged authentic teaching moments, real-life experiences, a deep dive into standards, and a shared repository. A repository showcased grade level, activity, STEM area, and project as part of the science methods courses taught. As part of assignment K–6 Inquiry-Based Activities, pre-service teachers shared this information, a repository of STEM practices and activities for different grade levels as shown in Table 2. This made it possible for pre-service teachers to have abundant STEM activities in their toolbox even after graduation. The link to this Google Doc is sent to all who completed the course and is updated each semester.

Developed by Beatty, HyFlex is a delivery method with session and learning activities offered in person, synchronously online, and asynchronously online (2019, 2.1). This was redeveloped at Athens State University to capture the missing engagement components and coined ActiveFlex. This updated model allowed for the same interaction regardless of the student’s mode of attendance or physical location.

Through a FIPSE grant, Athens could outfit 12 classrooms and a STEM Learning Lab into studios fitted with flexible seating, moveable tables, large monitors per station, a front touch screen monitor, cameras, and microphones. Athens acquired a site license for Zoom Pro accounts to link learning between modes. The Zoom accounts allow smaller breakout rooms to encourage using the constructivist model. This approach demonstrates more enthusiasm and interest in the subject matter (Shah, 2019) as students use inquiry-based learning to capture and share information with the entire group.

Weekly, pre-service teachers can look ahead at class materials and determine their attendance method for a particular session. With the fundamental science methods course, the scope of this platform was broadened to include participation in the SPARK academy and the STEM lab. Active-Flex allowed pre-service teachers to participate in person with elementary students at the SPARK academy or the STEM Learning Lab. Another option they could use was to join via Zoom and participate in activities simultaneously. Finally, pre-service teachers, depending on their grasp of the content and their schedule, could participate fully online while having access to a repository that was completed during the traditional or synchronous session.

ActiveFlex allowed for hands-on activities to be experienced regardless of attendance. For those attending asynchronously online, teacher videos and based repositories created the same level of engagement across mediums. Pre-service teachers gained confidence using ActiveFlex to explore inquiry-based learning, engage with the STEM partnership, and participate in the STEM Learning Lab. The professors and pre-service teachers enjoyed this added level of flexibility. Many students were requesting that other classes be offered in this format. Results of the ActiveFlex survey and STEM partnership classes have been favorable for this model. Initially, the learning curve and course creation were a minor obstacle, but flexibility and engagement were sought after. (See Table 3)

The science world is continuing to evolve and becoming increasingly collaborative. In response to this change, updates are being implemented to the methods for teaching STEM activities. Pre-service teachers are given new opportunities to learn, unlearn, and relearn valuable strategies through direct instruction and experiential learning. At Athens State University, STEM preparation courses teach concepts of inquiry-based learning. This, along with the STEM partnership and STEM lab, gives pre-service teachers valuable skills to meet and solve the challenges of the 21st century. Athens expands this by offering flexibility and heightened engagement through reconfigured studio classrooms, regardless of the attendance model.

The professors and pre-service teachers enjoyed the flexibility offered by the ActiveFlex platform.

The initial learning curve and course creation in ActiveFlex were a minor obstacle compared with the flexibility, student satisfaction, and engagement. Many students began requesting that other classes be offered in this format, and instructors shared best practices for converting and teaching. Our practical approach showed how these STEM strategies applied to pre-service teachers and their future practice. Theory is needed, but the hands-on approach of inquiry-based learning, the STEM partnership, and the STEM Learning Lab, all made accessible using ActiveFlex and presented through experiential learning, was vital to prepare pre-service teachers for future teaching STEM.