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Science Made Sensible Program: A Tier mentoring model for increasing STEM engagement in U.S and South African
Schools Jane Indorf Tiffany Plantan1, 1, Rian de Villiers2, Dirk van Schalkwyk3, Michael Gaines1
1 University of Miami, 2 University of Pretoria, 3Oost-Eind Primary School
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Lack of diversity in STEM disciplines
What’s the Problem?
Learner interest in science low
Significant math/science gaps along ethnic lines
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Issues Impacting STEM Education
• Scientists’ failure to communicate sensibly
• School teachers’ lack of grounding in science
• Student interest in science declines in middle school (between the 4th and 8th grade)
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SMS Program Goals
Improve communication and teaching skills of UMiami STEM undergraduates and graduate students
Enhance the professional development of middle school and high school science teachers
Advance the scientific curiosity and learning of middle and high school learners by incorporating research-based activities into the curriculum
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Original Program Design
Graduate students pursing a Ph.D. or M.S. in a STEM discipline at UMiami
Matching number of Miami middle school science teachers (6th, 7th, or 8th grade)
Each grad student paired with one teacher. For one academic year, the team worked together weekly in the science classroom of an inner city school.
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Grad
Students
Teachers
Modified Program Design
2 STEM undergraduates are mentored by one graduate student
Each undergraduate paired with a middle school or high school science teacher
For one academic year, the team works together weekly in the science classroom of an inner-city school.
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Undergrads & Grads
Teachers
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Learner responses to five program evaluation statements for years 2007 – 2012 when graduate student “resident scientists” worked in public middle school science classrooms in Miami (n=2079).
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Learner responses to five program evaluation statements for the 2014 – 2015 and 2015 – 2016 academic years when undergraduate student “resident scientists” worked in public middle school (n=127) and high school (n=104) science classrooms in Miami.
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• NSF international supplement grant 2009-2012
• Partnership between UMiami and Tshwane School District
• Supplement allowed us to involve select graduate
students and teachers in teaching activities in South Africa for a 3-week period.
Science Made Sensible Goes Abroad
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Why South Africa?
• Existing research partnerships with South African universities and informal science institutions
• Achievement gap between different ethnic groups in both countries
• Language barriers (three languages in Miami: English, Spanish, and Haitian Creole; 11 languages in South Africa: Afrikaans, English, Ndebele, Northern Sotho, Sotho, Swazi, Tsonga, Tswana, Venda, Xhosa and Zulu.)
• Inadequate teacher training and lack of educational resources
Original Program Design
UMiami graduate students pursing a Ph.D. in a STEM discipline assist teachers
Miami middle school science teachers (6th and 7th grade) and South African middle school science teachers (6th and 7th grade)
Learners from 4 Pretoria primary schools
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Grads
Teachers
Modified Program Design
UMiami undergrads in School of Education are mentored by STEM graduate students in Miami. Under grads then assist teachers in South African.
South African primary school science teachers (6th and 7th grade)
Learners from 4 Pretoria primary schools
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Undergrads &
Grads
Teachers
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Learner responses to seven program evaluation statements when graduate students worked in middle school science classrooms in Pretoria. Responses from 2011 include learners at Schools A, B and C (n=418). Responses from 2012 include learners at Schools A and B (n=343).
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Learner responses to seven program evaluation statements when undergraduate students worked in middle school science classrooms in Pretoria in 2014 (n=453) and 2015 (n=461). Responses include learners at Schools A, B, C and D.
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Perceived differences between Pretoria and Miami schools
Sense of community embodied in a school • Stronger in Pretoria schools • Teachers work together sharing resources and responsibilities • Learners respect the teachers • Learners accept praise and discipline
Educational curriculum
• Pretoria curriculum was vaguer • Miami curriculum much more conducive to streamlined instruction:
─ Facilitates interactive teaching ─ Implementing problem-based learning ─ Teaching analytical skills
Methodology
• In Pretoria, instruction was less inquiry-based. • In Miami, instruction is more process-based.
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Oost-Eind Primary School – A teacher’s perspective
Popping popcorn
Transfer of heat energy
SMS @ OE 2013 Michelle Bachus & Anke JvR UP – Heat transfer:
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SMS @ OE 2014 Nicole Swanson
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SMS @ Oost-Eind 2015 Stephanie Bera Kinetic, Potential and Gravitational energy – building roller
coasters
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SMS @ OE 2016 Rachael Gunder
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Miami Dade - Richmond Heights Zoo Magnet School – Class of Tamara Monroe Gr8
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SMS Workshop - Miami University – Feb 2016
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Deshona Brown – SMS 2009
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Take Home
• Need to track learners
• Paradigm shift from teacher centred to student centred learning
• Sustainability
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Acknowledgements
