Access to Science, Technology, Engineering, and Math (STEM) inquiry learning experiences connects student engagement and achievement.   Future STEM teachers benefit from a classroom environment where they can inquire, collaborate, and iterate effective, evidence-based practices.  Not all classrooms cultivate prior knowledge, develop conceptual frameworks, and engage in thinking routines. The use of three strategies in chemistry courses  as well as the campus Makerspace increases the quality of STEM instruction for future teachers 1) Exposure to thinking routines, 2) Reflection on assessment and learning for transfer, and 3) a Community of Practice targeting the dissemination of knowledge, classroom innovation. These strategies also create opportunities to recruit future STEM teachers. When students set goals aligned with regional standards, plan and develop pedagogy aligned with the Next Generation Science Standards, as well as learning content and scientific skills, then they experience the authentic work of being a teacher. Strategic teaching experiences directly tied to content aligned with the Next Generation Science Standards creates the context of teaching and learning with actual 6-12 students. Increased aptitude with STEM instruction in "learn by doing" experiences is an indicator of a student’s readiness and inclination toward providing inquiry-based learning experiences for all students, positioning the future teacher to promote greater equity in his or her classroom and the district at-large.<br/>

Access to inquiry: Recruiting students for 6-12 STEM education

2019 Fall National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.