Using STEM Education to Promote 21st Century Math Skills
A Capstone Project
Submitted in Partial Fulfillment
of the Requirements for the Degree
of Master of Arts in Teaching: Mathematics
Shawna Egli
Department of Mathematics and Computer Science
College of Arts and Sciences
Graduate School
Minot State University
Minot, North Dakota
Summer 2011
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This capstone project was submitted by
Shawna Egli
Graduate Committee:
Dr. Laurie Geller, Chairperson
Dr. Narayan Thapa
Dr. John Webster
Dean of Graduate School
Dr. Linda Cresap
Date of defense: Month day, year
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Abstract
Type the abstract here. Do not indent. It should be one block paragraph. The
abstract is a summary of your paper.
iv
Acknowledgements
I would like to dedicate this study to all of the students who are trying to learn in
today’s education system and especially to my son, Isaac Egli. I would like to
thank all of the teachers and administrators who are trying to train 21st century
skills in a 20th century system.
Gifted and talented teachers
LG
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Table of Contents
Page
Abstract .................................................................................................................. iii
Acknowledgements ................................................................................................ iv
List of Tables ....................................................................................................... viii
List of Figures ........................................................................................................ ix
Chapter One: Introduction .......................................................................................1
Motivation for the Project ............................................................................2
Background on the Problem.........................................................................5
Statement of the Problem .............................................................................6
Statement of Purpose ...................................................................................7
Research Questions/Hypotheses ..................................................................8
Summary ......................................................................................................8
Chapter Two: Review of Literature .......................................................................10
United States Cultural Views on Mathematics ..........................................10
21st Century Skills and the United States Education System .....................11
STEM Education ........................................................................................14
Teacher Training ........................................................................................18
Imagine for a Moment ...............................................................................20
Summary ....................................................................................................22
Chapter Three: Research Design and Method .......................................................23
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Setting ........................................................................................................23
Intervention/Innovation..............................................................................24
Design ........................................................................................................26
Description of Methods..............................................................................27
Expected Results ........................................................................................28
Timeline for the Study ...............................................................................29
Summary ....................................................................................................30
Chapter Four: Data Analysis and Interpretation of Results ...................................xx
Data Analysis .............................................................................................xx
Interpretation of Results .............................................................................xx
Summary ....................................................................................................xx
Chapter Five: Conclusions, Action Plan, Reflections, and Recommendations .....xx
Conclusions ................................................................................................xx
Action Plan.................................................................................................xx
Reflections and Recommendations for Other Teachers.............................xx
Summary ....................................................................................................xx
References ..............................................................................................................34
Appendices .............................................................................................................39
Appendix A: Bungee Jumping Worksheets for 5th Grade Students .........40
Appendix B: STEM Lesson Plan Rubric ...................................................43
Appendix C: Overview of STEM Institute Schedule ...............................46
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Appendix D: STEM Institute Handouts .....................................................61
Appendix E: Research Participant Invitation Letter ..................................64
Appendix F: Research Participant Consent Letter ....................................65
Appendix G: Focus Group Protocol ..........................................................67
Appendix H: Personal Interview Discussion Protocol ..............................75
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List of Tables
Table
Page
1.
Title of Table 1...........................................................................................xx
2.
Title of Table 2...........................................................................................xx
3.
Title of Table 3...........................................................................................xx
ix
List of Figures
Figure
Page
1.
Caption or title of Figure 1.........................................................................xx
2.
Caption or title of Figure 2.........................................................................xx
3.
Caption or title of Figure 3.........................................................................xx
Chapter One
Introduction
I am currently a fulltime math and computer science professor at a fouryear university in North Dakota. During the summer of 2010, I had the
opportunity to create and conduct a STEM (Science, Technology, Engineering,
and Mathematics) Institute for 17 kindergarten through eighth-grade teachers.
During this six-day institute, teachers had the opportunity to explore the world of
STEM education and learn to create learning environments that encourage
students to be problem-solvers, innovators, and inventors. Teachers learned how
to create a classroom culture of creativity, questioning, and exploring the
unknown. They took field trips to STEM hot spots (local businesses that use
STEM fields), and participated in a number of STEM activities that were directly
related to the North Dakota science and math standards. They were also
encouraged to play with some of the newest technology available in education.
After having one year to apply this information, I want to determine how
teachers who attended the six-day STEM Institute have applied the information
they learned to their classrooms along with the successes and struggles they had
while applying the information. I would like to know any new technologies or
ideas teachers have incorporated into their lessons to promote 21st century skills,
which include problem solving and critical thinking, creativity and innovation,
communication and collaboration, and flexibility and adaptability (Partnership for
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21st Century Skills, 2002). Last, I would like to know what teachers are doing to
encourage students’ interests in STEM fields.
Motivation for the Project
Two years ago, I volunteered to conduct a “math lesson” for my son’s
fourth-grade class. It was close to Christmas, and I thought it would be fun if each
student could have a “mathematical present” to take home and play with during
Christmas vacation. The lesson consisted of students creating and attempting to
solve a wooden brainteaser made from a piece of wood, string, and two washers.
An example and the solution to the brainteaser are at Jill Britton’s (2006)
homepage. The lesson continued with each student getting a large piece of
wrapping paper from which they had to create a box. Next, students decided how
many wooden mind teasers would fit in the box. When the time was almost done I
remember one student saying, “This is the most fun I have ever had in math,” and
another student saying, “Yah, I wish math time was like this every day.”
Last year I created a math lesson based on the Barbie Bungee lesson
(Zordak, 2000-2011) found on the Illuminations Web site that I offered to all
fifth-grade classes in the southwest North Dakota area. In this lesson students
became amusement park engineers, and their job was to create a new amusement
park bungee jump ride. Students used a doll or action figure, which they brought
from home, to predict how much bungee cord to use if the ride was to start from
the top of a 400-feet bridge. They collected real data and used it to create a linear
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regression equation using a TI-84 graphing calculator. Students used this equation
to predict how much bungee cord they would need for a ride that would start from
X-feet bridge. The Action Figure/Barbie Bungee Jump student worksheets are in
Appendix A. It was amazing to see how quickly the students picked up the skills
of using the graphing calculator. They held them in their hands like game
controllers, using the thumbs of both hands to push the buttons. Again, the student
excitement and interest was contagious. I remember one student saying, “But
everyone is going to get different answers because everyone’s action figure
weighs different.” He was amazed it was okay for every student to get different
answers. Some students asked if they could take the rubber bands home so they
could do the experiment at home. Some said they were going to ask for graphing
calculators for Christmas!
After school at the gas station I met a student, who had participated in the
bungee jump activity, I asked her how she liked math class today. Her response
was, “Math class? We didn’t have math class, instead you came and visited.” I
said, “That was math.” She responded with a voice that clearly indicated she
thought I was confused “No it wasn’t, we didn’t sit and work math problems.” It
was at that moment that I realized how different our views of math were. Her
“Math World” revolved around her “math” experiences, which from her response
I imagined was restricted to a four-walled classroom where she was confined to
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her desk, slouched over a math book that contained 20 problems that she had to
have completed by tomorrow.
Today my son, who is presently in the sixth grade, came home from
school with the announcement that his entire class was acting out and the
punishment was to complete 100 math problems. What is wrong with the way
society, including teachers, perceives, values, and teaches mathematics? Why are
students encouraged to look at math class as a place where they complete math
problems from a book while sitting at a desk, instead of a place where they get to
create, learn, and investigate information through numbers? Is it possible that
math class could be a learning environment that fosters students’ excitement
about the field of mathematics instead of a learning environment that views math
as punishment?
After my experiences teaching in different elementary classrooms, I
wanted to visit them all. I wanted to spread my enthusiasm about learning and
exploring mathematics to as many children as I could. It soon became clear to me
that, as one teacher, I was limited in time, which in effect limited the amount of
impact I could have on students. It became apparent that if I could instill the
excitement of learning math in elementary teachers, they could then pass that
excitement onto their students. I began to look for a program that would support
this mission.
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While researching I discovered something called STEM that stands for
Science, Technology, Engineering, and Mathematics. STEM education
encourages innovation by combining two or more STEM subject areas when
teaching, instead of the traditional way of teaching math as a silo subject (Council
on Competitiveness, 2005). It creates real life learning opportunities for students.
It promotes a learning environment for students to, not only learn 21st century
skills, but also have the opportunity to create new skills (Narum, 2008). I believed
training teachers in STEM education practices would help change the way
teachers currently teach math.
Coincidently, shortly after beginning my research on STEM education, the
college where I work received a federally funded STEM Career Preparation:
Building the Foundation P-16 Grant. I temporarily volunteered to be the STEM
coordinator until one was hired. The STEM grant opened up the opportunity to
train teachers. Another professor and I created and conducted the STEM Institute
to help heighten the awareness and knowledge about STEM education.
Background on the Problem
The United States is not preparing enough students and teachers in the
areas of STEM (Kuenzi, Matthews & Mangan, 2006). Coble and Michael (2005)
agreed, “The current U.S. education system does not have a strong record of
producing students who are well prepared for math and science careers” (p. 3).
Authors of Rising Above the Gathering Storm agreed that United States students
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are falling behind in global competiveness and stated, “There is widespread
concern about our K-12 science and mathematics education system” (Committee
on Prospering in the Global Economy of the 21st Century, 2007, p. 30). Report
after report the findings are similar.
All of the above statements are due to a number of factors: 1) a culture
that does not recognize the importance of education especially in math and
science (PCAST, 2010); 2) inadequate funding to support the continuous training
21st century teachers need to stay current in their fields and latest educational
innovations (Members of the 2005 “Rising Above the Gathering Storm”
Committee, 2010); and 3) the lack of qualified teachers who know how to teach
STEM content and inspire students in STEM fields (PCAST).
Statement of the Problem
Today’s education system is behind in preparing students for the new,
emerging world of the 21st century. “By 12th grade, U.S. students are scoring near
the bottom of all industrialized nations” along with the U.S. having one of “the
highest high school dropout rates" (Gates, 2005, p. 3).
According to the 2010 ACT Average State Math Scores (ACT, 2010),
North Dakota’s ranking was 29 out of the 50 states and the District of Columbia.
North Dakota had an average ACT math score of 21.4. This score is below the
22.0 score that ACT stated is the minimum score students need to be ready for
college mathematics. North Dakota’s score indicates that a majority of North
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Dakota students are ill-equipped, not only to go to college, but to succeed in
today’s world (ACT, 2010). According to ACT, the main reason for unprepared
students is the low academic level of achievement those students attain by the
eighth grade, which emphasizes the important role elementary and middle schools
have in preparing students for life after high school (ACT, 2008).
Statement of Purpose
I want to determine how teachers who attended the six-day STEM
Institute have applied the information they learned to their classrooms along with
the successes and struggles they had while applying the information. I would like
to know any new technologies or ideas teachers have incorporated into their
lessons to promote 21st century skills. Last, I would like to know what they are
doing to encourage students’ interests in STEM fields.
I plan to conduct a focus group with the teachers who participated in the
STEM Institute Summer of 2010. Those teachers who can not attend the focus
group will participate in a personal interview. I will use the teachers’ responses
from the focus group and personal interviews to determine which STEM concepts
the teachers used in their classrooms, which STEM concepts were more
challenging to incorporate into their classrooms and which were easier, any new
technologies or ideas they have used, and what they are doing to encourage
students’ interests in STEM fields.
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Research Questions/Hypotheses
The overarching question I have is the following: After participating in a
six-day STEM Institute workshop, what success and struggles did teachers have
while applying STEM content and pedagogy, particularly in math, when they
teach? What new technologies or ideas have teachers incorporated into their
lessons to promote problem solving and critical thinking, creativity and
innovation, communication and collaboration, and flexibility and adaptability
(i.e., 21st century skills) (Partnership for 21st Century Skills, 2002)? Last, what are
these teachers doing to encourage students’ interests in STEM fields?
Summary
The United States needs to make a commitment to improve its education
system so that it prepares students to succeed in the 21st century. According to
The Partnership for 21st Century Skills (2002), today’s students live in a
technology-driven and media-driven world giving them the ability to access an
abundance of instantaneous information, to constantly communicate and
collaborate with friends, and to know more about the current world than their
teachers do. “A simple question to ask is, ‘How has the world of a child changed
in the last 150 years?’ And the answer is, ‘It’s hard to imagine any way in which
it hasn’t changed’” (The Partnership for 21st Century Skills, p. 6). [Children are]
“immersed in a media environment of all kinds of stuff that was unheard of 150
years ago, and yet if you look at school today versus 100 years ago, they are more
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similar than dissimilar” (The Partnership for 21st Century Skills, p. 6). It is time to
bring education in the United States into the 21st century.
Chapter Two
Review of Literature
In order to guarantee a society of 21st century skilled students, the United
States needs to change the way it perceives and values mathematics, and the way
it perceives, values, and structures education. STEM education is one solution to
help foster the changes needed. Training America’s teachers in STEM pedagogy
to teach core subjects like science, technology, engineering, and mathematics can
help prepare students with the skills they need for tomorrow’s future workforce.
The purpose of this study is to determine how teachers who attended the six-day
STEM Institute have applied the information they learned to their classrooms
along with the successes and struggles they had while applying the information,
any new technologies or ideas they have incorporated into their lessons to
promote 21st century skills, and what they are doing to encourage students’
interests in STEM fields. In this chapter, I took a closer look at mathematics and
the United States, 21st century skills and the United States education system,
STEM education, teacher training, and last, how education could be different in
America.
United States Cultural Views on Mathematics
The United States is falling behind in mathematics, but as a nation, some
people seem to be okay with that. U.S. society seems to take pride in “never
understanding” or “never liking” mathematics (Committee on Prospering in the
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Global Economy of the 21st Century, 2007, p. 95). The U.S. has created a culture
where some youth are not inspired to learn mathematics and science; society often
fails to emphasize the importance of education and learning in itself (PCAST,
2010). Each year 1.3 million American students drop out of high school and do
not get a diploma. The average American schoolchild watches four hours of
television a day, during which they view 54 commercials whose content is
directed by companies encouraging the youth of America to spend and buy some
type of toy, food, or current pop culture gizmo (American Academy of Child and
Adolescent Psychiatry, 2006). This emphasis, in turn, has created a society of
consumers.
In general, U.S. citizens are “not very literate in mathematics” (Phillips,
2007, p. 4). In fact, “78% of adults cannot explain how to compute the interest
paid on a loan, 71% cannot calculate miles per gallon on a trip, and 58% cannot
calculate a 10% tip for a lunch bill” (Phillips, p. 4).
21st Century Skills and the United States Education System
According to Alvin Toffler, “The illiterate of the 21st century will not be
those who cannot read or write, but those who cannot learn, unlearn, and relearn”
(source unknown). The 21st century is a time of exponential growth, a time of
constant change. According to the Council on Competitiveness (2005):
[Innovations are] diffusing at ever-increasing rates. It took 55 years for the
automobile to spread to a quarter of the country, 35 years for the
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telephone, 22 years for the radio, 16 years for the PC, 13 years for the cell
phone, and only seven years for the Internet. (p. 37)
It is a time of “anywhere, anytime” learning, communicating, and networking,
made available using mobile technologies. Information that once was only
available in books located in libraries around the world is now available for
reading in the palms of people’s hands (Shuler, 2009).
Unfortunately, the U.S. education system has been in a state of little
growth. Today children’s school time is spent much the same way their
grandparents spent it: sitting behind desks and completing lessons that revolve
around a textbook where at the end resides an answer key (Wallis, Steptoe, &
Miranda, 2006). One may ask where the mobile technologies that allow this
“anywhere, anytime” learning are. Most U.S. schools do not allow cell phones in
the classroom, and teachers view them as a distraction, having no place in school
(Shuler, 2009). Bill Gates (2005) stated the following about America’s schools:
America’s high schools are obsolete. By obsolete, I don’t just mean that
our high schools are broken, flawed, and under-funded – though a case
could be make for every one of those points. By obsolete, I mean that our
high schools – even when they’re working exactly as designed – cannot
teach our kids what they need to know today. Training the workforce of
tomorrow with the high schools of today is like trying to teach kids about
today’s computers on a 50-year-old mainframe. It’s the wrong tool for the
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times. Our high schools were designed fifty years ago to meet the needs of
another age. Until we design them to meet the needs of the 21st century,
we will keep limiting – even ruining – the lives of millions of Americans
every year. (pp. 1-2)
How does education in the U.S. need to change in order to help students
prepare for the 21st century? According to the White House Press Office (2009),
President Barack Obama said:
I’m calling on our nation’s governors and state education chiefs to develop
standards and assessments that don’t simply measure whether students can
fill in a bubble on a test, but whether they possess 21st century skills like
problem-solving and critical thinking and entrepreneurship and creativity.
(para. 21)
Samuel J. Palmisano, Chairman and CEO of IBM Corporation, said while
speaking at the National Innovation Initiative Summit that “innovation is the
single most important factor that will determine our success in the 21st century”
(Council on Competitiveness, 2005, p. 18). He stated that the innovation process
“is multidisciplinary,” “it is collaborative,” it occurs within “an innovation
ecosystem,” and “it is user-based” (p. 18).
In the document, Tapping America’s Potential: The Education for
Innovation Initiative, created by 15 U.S. business organizations, Business
Roundtable (2005) stated, “To maintain our country’s competitiveness in the 21st
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century, we must cultivate the skilled scientists and engineers needed to create
tomorrow’s innovations” (p. 1). They recommended finding ways to motivate
students to study and enter the science, technology, engineering, and mathematics
careers, along with upgrading current K-12 math and science teaching (Business
Roundtable).
The President’s Council of Advisors on Science and Technology (PCAST,
2010) reported, “STEM education will determine whether the United States will
remain a leader among nations and whether we will be able to solve immense
challenges in such areas of energy, health, environmental protection, and national
security” (p. 1). This report stated that the United States needs to improve its
education system by focusing on preparing and inspiring students for STEM
careers (PCAST, 2010).
STEM Education
So what exactly is STEM education? As mention earlier in this report,
STEM stands for science, technology, engineering, and mathematics. STEM
education is a learning environment that centers on students exploring, inventing,
discovering, and using real world problems and situations (PCAST, 2010). It
encourages innovation by combining subject areas, which helps students make
new connections between disciplines and sometimes helps create entirely new
ones (Council on Competitiveness, 2005).
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The purpose of STEM education is to generate the next scientists,
technologists, engineers, and mathematicians who will create new inventions and
help lead the development of new 21st century industries (PCAST, 2010). STEM
education inspires students to choose STEM careers like aerospace, architectural,
biomedical, chemical, civil, electrical, and network engineers along with
biological, chemical, CAD, construction management, mapping, simulator
maintenance, and survey technicians. It encourages students to pursue
occupations as a computer programmer, ecologist, environmental scientist,
geologist, mathematician, meteorologist, statistician, zoologist, and a math,
science, or technology teacher (North Dakota Department of Career and
Technical Education, 2007). It helps creates new multi-disciplinary occupational
fields “such as nanobiology, network science or bioinformatics” (Council on
Competitiveness, 2005, p. 42).
Pfeiffer, Overstreet, and Park (2010) conducted a study where 16 statesupported academic-year residential high schools participated in a 91-item survey
to find out how they “incorporate STEM-related content and learning
opportunities into their curriculum” (p. 27) Twelve of the 16 schools selfidentified as STEM schools. All 16 residential schools reported that students spent
an average of 6 hours a week in a research lab whereas U.S. public high school
students did not. This study also found that these schools offered more advanced
classes in science and math than public schools, which gave students in the
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residential schools more experiences with STEM careers. According to Pfeiffer et
al., some advanced classes included the following:
Cell biology; anatomy and physiology; ecology; human infectious
diseases; astronomy; advanced waves, electricity, and magnetism;
analytical chemistry; electronics; astrobiology; genetics; zoology; enzyme
mechanisms; ornithology; organic chemistry; calculus-based physics;
endocrinology; thermal physics; theoretical physics; botany; laser and
holography; mechanical engineering; astrophysics and cosmology;
quantum and relativity. (pp. 28-29)
Anatomy is the only class from the list that the local public high school offered,
but it did offer advanced classes that related directly to North Dakota’s
agricultural economy of applied animal science, applied plant and soil science,
and equine science (Berry, 2011). Unfortunately, this study did not examine
teachers’ instructional methods (Pfeiffer et al.).
Having STEM experiences at a young age greatly increased the STEM
accomplishments a person has later on in life, reported a 25-year longitudinal
study by Wai, Lubinski, Benbow, and Steiger (2010). The first part of the study
contained three cohorts: a 1972-1974 cohort consisting of 518 boys and 258 girls;
a 1976-1978 cohort with 341 boys and 126 girls; and a 1980-1983 cohort of 203
boys and 21 girls. The participants were restricted to adolescents who had an
SAT-Math score ≥ 500 to “ensure that all participants had great promise for
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STEM accomplishments” (Wai et al., p. 862). Each cohort was split into two
groups. One group received a high-STEM-dose, which included special
classes/training, inventions, projects, competitions, research, writing
opportunities, and academics club all revolving around STEM. The other group
received a low-STEM-dose, or did not receive the “special” STEM opportunities.
At approximately the age of 33, participants from each cohort were interviewed
via Internet, mail, or phone, and the information supplied from the interviews was
confirmed by an Internet search, to determine STEM accomplishments. The
accomplishments criteria included: “STEM PhDs, STEM publications, STEM
tenure, STEM patents, and STEM occupations” (Wai et al., p. 863). This study
found that “the number of precollegiate STEM education opportunities beyond
the norm that mathematical talented adolescents experience is related to
subsequent STEM accomplishments achieved over 20 years later” (Wai et al., p.
865). In other words, the more STEM experiences a person had prior to college,
the more likely it was that person would have significant STEM accomplishments
later in life.
In the second part of Wai et al.’s (2010) study, they took a retrospective
look at student motivation and its relationship to STEM accomplishments. The
final cohort for this group consisted of 368 men and 346 women who were U.S.
graduate students in “exceptional STEM programs” (Wai et al., p. 867). The study
emphasized that students in these programs were ‘highly motivated and successful
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in achieving in STEM” (Wai et al., p. 867). Participants answered a survey at
approximately age 25 and then again at approximately age 33, which helped
measure their STEM accomplishments. Like the first part of this study, the
responses were verified using Web searches. The criterion for a STEM
accomplishment was the same as in the first part of the study. The second part of
the study agreed with the first part in that students who were in the high-dose
groups consistently had greater STEM accomplishments than those students who
were in the low-dose groups. The report concluded, “Like exceptional
performances in athletics and music, rare accomplishments in STEM appear to
emanate from rich talent development opportunities experienced early in life”
(Wai et al., p. 870).
To make STEM education a priority, the United States needs to increase
and improve teaching training. “If I want my students to be making global
connections then I’m going to give the tools to my teachers first” (COSN, 2008,
2:23-2:27).
Teacher Training
Committee on Prospering in the Global Economy of the 21st Century
(2007) stated, in order for teachers to keep up with this fast-paced world, they
need to have continuing professional development opportunities, especially for
elementary and middle school teachers in the math and science fields. The
committee went on to state that “many school children are systematically
19
discouraged from learning science and mathematics because of their teachers’
lack of preparation, or in some cases, because their teachers’ disdain for science
and mathematics” (p. 121). One of the committee’s recommendations was to offer
summer institutes for teacher development.
The National Mathematics Advisory Panel searched for “available
evidence on how teachers’ own knowledge matters for students’ achievement”
(U.S. Department of Education, 2008, p. 63). Although the panel did decide,
“teachers knowledge of mathematics is positively related to student achievement”
(p. 65), they found it very difficult to prove “due to a historical lack of highquality measures of mathematics content knowledge” (p. 64). This panel
examined teacher certification, content coursework and degrees, tests, and ad hoc
assessments as measurements of teacher mathematical knowledge. The panel did
recommend, “More precise measurements should be developed to uncover in
detail the relationship among teachers’ knowledge, their instructional skill, and
students’ learning, and to identify the mathematical and pedagogical knowledge
needed for teaching” (p. 66). Another recommendation from the panel was to give
ongoing professional development opportunities to elementary and middle school
teachers to learn how to teach mathematics.
Rising Above the Gathering Storm re-illustrates that students learn the
most from teachers who have strong content knowledge and who constantly stay
current with their field, but “unfortunately, it is uncertain what science and
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mathematics preparation, beyond the basics, is the best training for teachers”
(Committee on Prospering in the Global Economy of the 21st Century, 2007, p.
151).
A study by Schultz, Rhodes, and Hallman (2009) surveyed 46 of the 65
participates who attended an eight-day institute in the summer of 2004 to
strengthen teachers’ mathematical knowledge. In additional to this survey they
interviewed 32 participants. This study particularly focused on the questions that
concerned the “laboratory class” part of the institute. During the laboratory class,
participants worked as a community to “generate knowledge and theorize their
practice. Specifically, the laboratory class and its supporting sessions paralleled
the three-part teaching cycle—planning, teaching, and reflecting” (p. 995). In
general, participants reported that the lab changed their thinking and mathematical
teaching practices. This study encourages those who are in charge of
mathematical teacher training to help teachers move from the teacher-centered
models of instruction to a student-centered model. Teachers should create a
learning environment where the content of the classroom focuses “on students’
mathematical understanding and developing students’ ability to solve problems,
communicate, and work together” (Schultz et al., p. 992).
Imagine for a Moment
By the time the average American student graduates from high school,
“they will have spent more time watching television than they have in the
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classroom” (American Academic of Child and Adolescent Psychiatry, 2006, p. 1).
Imagine for a moment if those TV commercials that were discussed earlier
contained content focused on promoting education, learning, and staying in
school. What if for those four hours, while children watched TV, they watched 54
thirty-second commercials with content that emphasized the importance of
education, mathematics, and science. Think of the potential this could have to
increase awareness and interest in education and to help shape American culture
from being a society of consumers to a society of learning. It might help the 7,000
American students who drop out of school every day, find a reason to stay in
school (American Academy of Child and Adolescent Psychiatry, 2006).
In today’s world, many U.S. kids frequently interact in an online
environment. They have a constant connection to their social networks, post their
personal thoughts and ideas on Facebook, and prefer to text message instead of
make a phone call. Yet all of these forms of communication are banned from
many of today’s schools, denying students their natural way of learning,
commutating, and sharing (COSN, 2008). Typically education/school is not about
“anywhere anytime” learning; it is about learning 180 days a year from
approximately 8:30 a.m. to 3:30 p.m. Imagine for a moment what education
would look like if it was about “anywhere anytime” learning.
Many of today’s school children live in a world where in math class a
majority of the time is spent listening to the teacher explain past math discoveries,
22
some of the time solving problems from a book, and little to no time promoting
creativity and interest in mathematics (Seeley, 2009). Imagine for a moment if
math time was different. Math time would revolve around the students, who
would have the afternoon to formulate a question that relates to their lives, figure
out what they need in order to answer the question, collect and analyze the
appropriate data, and then present the information to the class (Partnership for 21st
Century Skills, 2004). This type of math class would help promote the types of
thinking, learning, and skills needed to promote 21st century skills and
Summary
As an educator, a parent, and a US citizen I am greatly concerned about
the lack of aggressiveness the U.S. is using to address its out-of-date education
system. All of the reports used in this study repeat the same gloom and doom
about the reality of American students’ future if the education system does not
change. The reports send the message, “Wake up, America!” and yet few steps
have been made to even start the overhaul that the U.S. education system needs in
order to produce 21st century Americans (Gordon, 2011). I found the best way for
me to do something was to create a workshop to help teachers learn how to create
a learning environment that excites students about science, technology,
engineering, and mathematics, in which students “can use their knowledge to
communicate, collaborate, analyze, create, innovate, and solve problems” (p. 31).
Chapter Three
Research Design and Method
This study will determine how teachers who attended the six-day STEM
Institute have applied the information they learned to their classrooms along with
the successes and struggles they had while applying the information. I will
identify any new technologies or ideas teachers have incorporated into their
lessons to promote 21st century skills. I will find out how teachers encouraged
students’ interests in STEM fields. The method of data collection is a focus group.
When participants cannot attend the focus group, an individual interview will be
conducted to collect the information.
Setting
This study will include 17 teachers who attended the six-day STEM
Institute in summer of 2010. Fifteen were certified elementary teachers and taught
grades K-6; one teacher had an education science major and taught 7 and 8th grade
science; and one teacher had an education math major and taught grades 7-12
math. Of the 17 teachers, 14 were female teachers and 3 were male teachers. The
teachers’ years of experience varied: one teacher had no experience; two teachers
had 1-3 years; three teachers had 4-6 years; one teacher had 7-9 years; one teacher
had 10-12 years; two teachers had 13-15 years; and seven teachers had 16 or more
years of teaching experience.
24
Participants taught in small rural and urban towns located in North
Dakota, Montana, and Minnesota. Six of the teachers had taken an online class or
workshop; none of them had taught an online class. All of the participants had an
e-mail account and a cell phone. Only three had access to graphing calculators,
but 12 had interactive whiteboards or similar technology in their classrooms.
One circumstance that will affect the study is the differences between
individual school districts. Some of those differences include but are not limited
to the openness and willingness to change, the availability of STEM resources and
educational technology, and the amount of funding. Another circumstance that
will affect the study is the differences between individual teachers. Some of those
differences include but are not limited to grade levels taught, years of teaching
experience, and the ability to be creative, along with willingness to change.
Intervention/Innovation
The learning objectives for the STEM Institute were that each
participating teacher would:
 Define STEM education.
 Identify STEM careers.
 Link STEM fields/careers to local area businesses.
 Explain why STEM education is important to the future of our nation.
 Apply the scientific method while performing different STEM activities
(examples: construct a Lego ball that will roll down an incline, create a
25
paper airplane that will fly the farthest distance, make a windmill that will
produce energy).
 Choose the North Dakota math and science standards that relate to each
STEM activity.
 Describe how STEM activities could be integrated into their current
curriculum.
 Compare how the Ancient world, the age of discovery, and modern times
measured items/things.
 Identify different technologies that were invented during the Ancient
world, the age of discovery, and modern times.
 Predict future technology.
 Assess online learning.
 Assess mobile learning.
 Predict the future of education.
During summer 2010, teachers participated in a number of STEM
activities, discussions, field trips, Moodle (online teaching environment), flip
cameras, and analyzing assigned readings to meet the objectives. The first thing
participants did was complete an electronic questionnaire consisting of 16
questions used to help modify the institute’s content to meet the needs of the
participants. They had to create a cover of a magazine that highlighted the new
invention they created. Each participant made something new out of a cardboard
26
box. For a final project, each participant was required to find/create a STEM
lesson plan and present it orally to the class. The grading rubric for the lesson plan
is in Appendix B. The daily outline for the STEM Institute is in Appendix C.
Brochures and handouts from the STEM Institute are in Appendix D. Each
participant received Why Pi? by Johnny Ball, which is a colorfully illustrated
book that is divided into three sections: The Ancient World, The Age of
Discovery, and Modern Measuring. For each section the book shows how math
applies to everyday life during that period. Each participant received the July
2010 edition of Popular Science, which was about the future of the environment.
Design
This action research project will assess the implementation and promotion
of STEM education in the classroom using a qualitative method approach. During
July of 2011, all of the 17 teachers who attended the six-day STEM Institute
during summer 2010 will receive a research participant invitation letter (see
Appendix E) by e-mail. The letter asks participates to attend a 2-3 hour focus
group to determine how they have applied the information they learned to their
classroom along with the successes and struggles they had while applying the
information. At the start of the focus group participants will sign a research
participant consent letter (see Appendix F). . During this focus group teachers will
be asked to share any new technologies, ideas, content, or practices they
incorporated into their lessons to promote 21st century skills. They will also be
27
asked to share ways in which they encouraged students’ interests in STEM fields.
A focus group protocol (see Appendix G) will be used to guide and structure the
meeting, but additional questions may be added as the meeting progresses. The
focus group will be digitally recorded.
Teachers who could not participate in the focus group will be asked to
participate in an in-person interview. If an interview cannot be conducted in
person, the interview will be conducted over the phone. As with the focus group,
an interview protocol (see Appendix H) will be used to guide and structure the
interview, but additional questions may be added as the interview proceeds.
Interviews will be digitally recorded.
The focus group and the interviews will give teachers an opportunity to
reflect on the 2010-2011 school year. It will give both the teachers and me a
chance to learn about the successes and struggles teachers had using STEM
pedagogy, new technologies being used to promote 21st century skills, and
activities students are participating in that encouraged interest in STEM fields.
Description of Methods
All participants will be informed about the study through a research
participant invitation e-mail (see Appendix E). They will be asked to participate
in the study by attending a 2-3 hour focus group during July of 2011. The purpose
of the focus group will be explained to each participant prior to attending so they
will understand what they will be doing. At the beginning of the focus group each
28
participant will receive a research participant consent letter (see Appendix F),
preapproved by Minot State University’s Institution Review Board, and asked to
officially participate in the study. After signing the letter, participants will
participate in a 2-3 hour focus group meeting that will ask them to reflect on and
discuss their implementation of STEM practices and materials in their classes
during the 2010-2011 school year.
All teachers who cannot attend the focus group will be contacted by phone
or e-mail and an interview time will be scheduled. At the beginning of each
interview, each participant will receive a consent letter (see Appendix F),
preapproved by the Institution Review Board, and asked to officially participate in
the study. After signing the letter, the participant will partake in a 30-45 minute
interview. If an in-person interview cannot be conducted, it will be done over the
phone.
The focus group and interviews will provide insight into the successes
and struggles teachers had while applying the information they learned to their
classrooms, how they incorporated new technologies or ideas to promote 21st
century skills, and how they encourage students’ interests in STEM fields.
Expected Results
I believe teachers who attended the six-day STEM Institute will have
different successes and struggles while applying the information they learned
during the institute to their classrooms. I predict that the levels of success and
29
struggle each teacher had will be based on various factors. I anticipate teachers
integrated new technologies, content, practices, or ideas into their lessons to
promote 21st century skills. I believe the STEM Institute opened a door of
awareness about STEM fields and the importance of them to the U.S. and that
each teacher incorporated at least one activity to encourage students’ interest in
STEM fields.
Timeline for the Study
The STEM Institute was conducted on July 20, 21, 22, 27, 28, and 29 in
2010. Teachers were to use STEM pedagogy during the 2010-2011 school year.
In July of 2011, teachers will receive an e-mail personally inviting them to
participate in a focus group during the month of July 2011. Any participants who
cannot attend the focus group will be asked participate in a 30-45 minute
interview, in person or by phone. Participants who could not complete an
interview by August 2011 will not be included in the study.
After the focus group and all interviews, I will analyze the responses to
determine how teachers who attended the six-day STEM Institute have applied
the information they learned to their classrooms along with the successes and
struggles they had while applying the information. I will determine any new
technologies or ideas teachers incorporated into their lessons to promote 21st
century skills. Last, I will use the focus group and interviews to determine how
teachers encourage students’ interests in STEM fields.
30
Summary
Briefly summarize what you wrote in Chapter Three, and transition the
reader to the next chapter.
Chapter Four
Data Analysis and Interpretation of Results
Use an introductory paragraph to remind the reader of your purpose and to
give them a brief description of what is included in this chapter.
Data Analysis
Address each data collection method separately (e.g., chapter test, survey,
interview, etc.). Be sure to do the following:

Describe how you analyzed the data.

Display numerical or statistical results in tables or figures.

Summarize the results of surveys or other instruments.

Theme and summarize narrative data, including representative quotes
when appropriate.
Interpretation of Results
Revisit each research question and present the data that answer that
question. Include the following:

Did you successfully answer your question?

Did you get the results you expected.

Discuss significance and rigor (i.e., quality, validity, accuracy, credibility,
trustworthiness) as needed.

Discuss unusual circumstances as needed
Summary
32
Briefly summarize what you wrote in Chapter Four, highlighting the key
findings, and transition the reader to the next chapter.
Chapter Five
Conclusions, Action Plan, Reflections, and Recommendations
Conclusions
Draw conclusions about your research questions based on your results.
Someone reading only this section should get a sense of your research purpose
and findings.
Action Plan
Present a plan of action. What will you do now? Will you continue,
modify, or throw out your innovation? Why? Speculate on your “next steps” in
the action research cycle.
Reflections and Recommendations for Teachers
This section is all for you—your opinions, impressions, frustrations, and
celebrations.

What would you do differently?

What were the highlights of your project?

Advice to teachers about your intervention.

Advice to teachers about action research.
Summary
This is the last paragraph of the paper. Briefly summarize what you wrote
in Chapter Five and give any last comments that will help wrap up the paper.
34
References
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54_children_and_watching_tv.pdf
Business Roundtable. (2005). Tapping America’s potential: The education for
innovation initiative. Washington DC: Author.
Britton, J. (2006). String and ring puzzle. Retrieved February 22, 2011, from Jill
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Coble C., & Michael A. (2005). Keeping America competitive: Five strategies to
improve mathematics and science education. Denver, CO: Education
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Committee on Prospering in the Global Economy of the 21st Century. (2007).
Rising above the gathering storm: Energizing and employing America for
a brighter economic future. Washington, DC: National Academic Press.
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Consortium for School Networking (COSN) (Creator). (2008). Learning to
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&feature=related
Council on Competitiveness. (2005). Innovate America: National innovation
initiative summit and report. Washington, DC: Author. Retrieved March
13, 2011, from http://www.compete.org/images/uploads/File/PDFFiles/
NII_Innovate_America.pdf
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Dickinson Public Schools. (2011). Dickinson High School. Retrieved March 18,
2011, from http://www.dickinson.k12.nd.us/dhs/courses.asp
Gates, B. (2005). National Governors Association. Retrieved June 1, 2009, from
Speech to the National Education Summit on High Schools Web site:
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Kuenzi, J. J., Matthews, C. M., & Mangan, B. F. (2006). CRS report for
Congress: Science, technology, engineering, and mathematics (STEM)
education issues and legislative options. Retrieved March 13, 2011, from
http://media.umassp.edu/massedu/stem/CRS%20Report%20to%20
Congress.pdf
36
Members of the 2005 “Rising Above the Gathering Storm” Committee. (2010).
Rising above the gathering storm, revisited: Rapidly approaching
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Narum, J. L. (2008). Promising practices in undergraduate STEM education.
Retrieved March 13, 2011, from http://www7.nationalacademies.org/bose
/Narum_CommissionedPaper.pdf
North Dakota Department of Career and Technical Education. (2007). Science,
technology, engineering, & mathematics career cluster plan of study.
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ccluster/pages/sci.htm
Partnership for 21st Century Skills. (2002). Learning for the 21st century: A report
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Author.
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Phillips, G. W. (2007). Chance favors the prepared mind: Mathematics and
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American Institutes for Research.
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President’s Council of Advisors on Science and Technology (PCAST). (2010).
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annual meeting of the North American Chapter of the International Group
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Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in
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38
White House Press Office. (2009). Remarks by the president to the Hispanic
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Illuminations Web site: http://illuminations.nctm.org/LessonDetail.aspx?
id=L646
Appendices
40
Appendix A
Bungee Jumping Worksheets for 5th Grade Students
Bungee Jumping
You are an engineer and you work for a company that specializes in designing
new amusement park rides. Disney World, located in Orlando Florida, has asked
us to create a new Bungee Jumping ride. They have all ready constructed a
bridge that is 400 feet above ground and they plan to use the bridge for the new
Bungee Jumping ride. Our goal is to determine the appropriate amount of
bungee cord (rubber bands) to keep riders safe on the ride.
Hypothesis: I believe that ________ is the maximum number of rubber bands
that will allow Barbie/Action Figure to jump safely from a height of ______ feet.
Experiment:
Materials Needed:
o Tape Measure
o Painters Tape
o Pencil
o Rubber Bands
o Action Figure/Barbie
1) Take 2 rubber bands and connect them
together using a slipknot, as shown at the
right.
2) Wrap one of the rubber bands tightly around
the Action Figure/Barbie’s feet, as shown at
the right.
Name _________________________________
Lesson is based off Barbie Bungee lesson plan found at http://illuminations.nctm.org
Bungee Jump continued:
3) Now hold the end of the rubber bands at
the top of the locker with one hand, and
drop Action Figure/Barbie from the top of
the locker with the other hand. Have your
partner mark (using painters tape) the
lowest point that the Action Figure/Barbie
reaches on this jump. Write on the painters
tape “1 rubber band”. You will want to
drop Action Figure/Barbie several times to
make sure your mark is accurate. Accuracy
is important – Action Figure/Barbie’s life
could depend on it!
4) Attach a second rubber band to the first
one, again using a slip knot, as shown at
the right.
5) With two rubber bands now attached, hold the end of the rubber bands
at the top of the locker with one hand, and drop Action Figure/Barbie
from the top of the locker with the other hand. Have your partner mark
(using painters tape) the lowest point that the Action Figure/Barbie
reaches on this jump. Write on the painters tape “2 rubber bands”.
Make sure that you have tested the jump a number of times to assure
accuracy.
6) Continue this process for 3 rubber bands, 4 rubber bands, and 5 rubber
bands.
7) Measure each jump distance in inches and record the values on the data
table
Name _________________________________
Lesson is based off Barbie Bungee lesson plan found at http://illuminations.nctm.org
42
43
Appendix B
STEM Lesson Plan Rubric
STEM Lesson Plan Rubrics: for _____________________________________
10 points
1. Does it encourage
innovation?
2. List the STEM fields the
lesson include(s)?
Allows students to create
their own ideas and
thoughts about the
information being taught.
All 4 STEM fields listed
Lesson includes references
3. References where the
original lesson or information
was found (If you created the
lesson yourself as the author).
5 points
0 points
Does not allow students
to create their own ideas
and thought about the
information being taught.
1 or 3 STEM fields
listed
0 STEM fields listed
Lesson does not include
references
Points
Earned
44
4. The content of the lesson is
appropriate for the indicated
grade level.
Appropriate grade level
was listed in the lesson
Grade level listed in
the lesson was
inappropriate
Grade level was not listed
in the lesson
5. Overview description of
the lesson is included.
Overview describes the
lesson clearly.
The overview was
missing key ideas of
the lesson.
Not included
6. List materials need for the
lesson.
All materials needed for
the lesson were listed.
Some but not all
materials for the lesson
were listed.
Materials needed for the
lesson were not listed.
7. The lesson has measurable
learning objectives.
Lesson included
measurable learning
objectives
Lesson included
learning objects but
they would be hard to
measure
Lesson did not include
learning objectives
8. The lesson is based on the
ND math and science
standards (and they are
included in the lesson plan).
Math and science
standards were included
and related directly to the
lesson being taught
Math and science
standards were
included but do not
relate directly to the
lesson being taught
Math and/or science
standards were not
included
9. The duration/time is
appropriate for the activity to
be completed.
Time allotted is
appropriated for the lesson
Allotted time was not
included or it is
unreasonable for the
45
lesson
10. All handouts/worksheets
are included.
All handout/worksheets
were included
11. Lesson includes a rubric
for student assessment.
It is clear how students will
be assessed for the lesson
and the assessment helps
measure the lesson
objectives
12. Turned in an electronic
version of the lesson.
Turned in an electronic
version of the lesson in
Moodle.
13. Organization
Total Points
Lesson is organized so
others can follow it. All
parts of the lesson are easy
to find and it follows a
logical order
Necessary
handouts/worksheets to
complete the lesson were
not included
It is clear how students
will be assessed for the
lesson but the
assessment is not
related to the lesson
objectives
How students will be
assessed was not
included
Did not turn in an
electronic version in
Moodle.
Parts of the lesson are
difficult to find/follow
due to organization
factors
Lesson is disorganized
and difficult to follow.
Lesson procedures are
not in order. It jumps
around and is not in a
logical order
46
Appendix C
Overview of STEM Institute Schedule
STEM Institute Daily Schedule Outline
Day 1: Tuesday, July 20, 2010
On this day, July 20th:
In 1969, Apollo XI astronauts Neil Armstrong and Edwin “Buzz” Aldrin became
the first men to walk on the moon, after their lunar module separated from the
command module and landed on the lunar surface at 09:18 GMT/4:18 EDT on
the Sea of Tranquility. Armstrong stepped on the lunar surface at 10:56 ET and
proclaimed, “That’s one small step for a man, one giant leap for mankind.”
Internationally, nearly 700 million television viewers witnessed the event live as it
happened.
Information from: http://nssdc.gsfc.nasa.gov/imgcat/html/object_page/a11_h_40_5949.html,
Date: July 10, 2010

Survey

What is STEM Education?
Reading: Attributes of STEM Education by Janice S. Morrison
August, 2006
47

Introductions of Shawna Egli and Reba Olsen

Syllabus and Day One Schedule

Explanation of DSU STEM Career Preparation: Building the
Foundation P – 16 Grant
Promoting STEM Careers
Training Teachers in STEM Education
Developing a curriculum that includes local businesses …

PBS on-line Video - Secret Life of Scientists –
Nate Ball (Mechanical Engineering example) Promotes innovation
and it’s OK to fail… http://video.pbs.org/video/1290064005/

Why STEM and STEM Careers :
Brainstorm of STEM Careers
Reading: Preparing Students for STEM Careers by Angela Traurig
and Rich Feller
Found at http://stemcareer.com/stemwpfolder/wpcontent/uploads/2010/09/Preparing-Students-for-STEM-Careers-92-10.pdf
Handout: STEM North Dakota Career Cluster Plan of Study
Found at http://www.nd.gov/cte/services/career-clusters/plans-ofstudy/STEM.pdf
Reading: STEM Occupations by Nicholas Terrell Spring 2007
Found at http://www.bls.gov/opub/ooq/2007/spring/art04.pdf

Break

Discussion of above readings
48

President Obama Kicks of “Education to Innovation”
The President announces the "Educate to Innovate" initiative, a
campaign to get students excited about pursuing careers in science,
technology, engineering and mathematics. November 23, 2009.
You Tube Video
http://www.youtube.com/watch?v=33_nZaOUWYw

Promoting STEM Careers
Brainstorm how to promote STEM careers in the classroom

Lunch

Flip Videos

Puff Mobiles: STEM Activity

Explanation of the 40 minute Wake Up Calls: (Handout 40 Minute
Wake Up Call Brochure)
Station One: Having a Ball - create a ball using Legos that will
roll down and incline
Station Two: Plane Fun - build a paper airplane that will fly the
longest distance
Station Three: Renewable Energy - explore a renewable energy
sources by using Legos Renewable Energy Pack to build models of
solar cars, waterwheels, and windmills
Station Four: Going Beyond the Letter Z…. encouraging STEM
with children’s literature
Station Five: Dream Up the Future – invent new technology that
will change the future (categories… environment, transportation,
energy, education, or agriculture)

Evening Reading:
49
Science Matters! is a 16 page guide created by the Medtronic
Foundation that promotes exploration of STEM fields, Fall 2009
Found at http://www.medtronic.com/foundation/community-edscience-matters.html
In Demand
Science, Technology, Engineering, and Mathematics (STEM)
Education What Form? What Function? By Hays Blaine Lantz,
Jr., Ed.D., 2009.
Found at
http://www.currtechintegrations.com/pdf/STEMEducationArticle.p
df
50
STEM Institute Daily Schedule Outline
Day Two: Wednesday, July 21, 2010
On this day, July 20th:
After 11 years of construction, the Aswan Dam in Egypt was completed on this
day in 1970. The goal of the project was to prevent flooding of the Nile River, to
generate electricity, and to provide water for agriculture. The Learning Calendar
2009.
Picture from: http://lms.ndus.edu/file.php/3824/1970_aswan.jpg

40 minute Wake Up Call Group Activities

20 Question Game: A thing
Handout: 20 Question I am an Invention card
Worksheet: 20 Question I am a/an____________ worksheets
51

Discussion on Evening Readings
Science Matters!
In Demand
Science, Technology, Engineering, and Mathematics (STEM)
Education What Form? What Function?

Scientific Method
Hand Out: The Scientific Method

Break

Moodle on-line teaching/learning environment

Common Core Math Standards

Lunch

Discovering Pi : STEM Activity
Handout: Discovering Pi Worksheet

Writing Measurable Objectives: Participate in writing objectives,
identify standards, assessment
Handout: North Dakota Mathematics Content and Achievement
Standards Grades K - 12, April 2005
Found at
http://www.dpi.state.nd.us/standard/content/math/math.pdf
Handout: North Dakota Science Content and Achievement
Standards K-12, March 2006
Found at
http://www.dpi.state.nd.us/standard/content/archive/science.pdf
Handout: Bloom’s Taxonomy Verbs
52

The Math Book by Clifford A. Pickover, 2009 – 3 articles
π and Archimedes of Syracuse (pages 60 – 61)
Discovery of Series Formula for π (pages 110 – 111)
Rope Around the Earth Puzzle (pages 162 – 163)

The Story of Pi , Math through the Ages by Berlinghoff and Gouvea
(pages 107 – 110).

Evening Reading :
Why Pi? by Johnny Ball, 2009 – The Ancient World (pages 10 –
43)
53
STEM Institute Daily Schedule Outline
Day Three: Thursday, July 22, 2010
Invention of the Day:
The invention of the ice
cream cone is generally
thought to have occurred on
this day in the 1904 World’s
Fair in St. Louis, when a
waffle, which was sold
separately, was rolled and
filled with ice cream.
The
Learning
Calendar 2009.

40 minute Wake Up Call Group Activities

20 Questions Game: A person

Patterns of Developing Fractions Algorithms with Graph Paper and
Manipulatives
Hand Out: Developing the Division of Fractions Algorithms
Hand Out: Exploration of Fractions

Solar Bee Field Trip (STEM Hotspot) 10 AM
To find out more information about this company, please visit the
web site http://www.solarbee.com/

Share/Discuss the STEM Hot Spot Field Trip
54

Lunch

Christina Katerina & The Box by Patricia Lee Gauch, 1971
This is a children’s book that shows innovation by creating new
things from a box. Read the book out loud as a class.

Thinking Outside (or maybe inside) the Box: STEM Activity

Measuring Land: STEM Activity
Why Pi? by Johnny Ball, 2009 - The Ancient World (page 20).

Creating a STEM Assignment/Lesson Plan (sharing of the lesson on
July 29, Day 6)

Evening Reading:
Why Pi? by Johnny Ball, 2009 – The Age of Discovery (Will discuss
on Day 4)
National Math Panel Report by U.S Department of Education,
2008 (Will discuss on Day 4)
Pockets of Potential by Carly Shuler, Ed, M. January 2009 (Will
discuss on Day 5)
55
STEM Institute Daily Schedule Outline
Day Four: Tuesday, July 27, 2010
Invention of the Day, July 27:
The laying of a telegraph cable at the bottom of the Atlantic Ocean was
completedon this day in 1866. The 1,686-mile longcable, which connected
Canada with Ireland, made communication between Europeand the Americans
instantaneous for the first time. The Learning Calendar, 2009.

40 minute Wake Up Call

20 Questions Game :

Measuring Land , Why Pi? Discussion for The Ancient World pg 20.

Break

National Math Panel Report (previously handed out on July22–Day 3)

Agriculture and STEM field trip 11:00

Lunch

Great Circle Routes - Why Pi? discussion/activity for The Age of
Discovery
Reading: Columbus Encountered America by V. FrederickRickey
Lesson Plan Handout: Great Circle Route
Reading: Charles Lindbergh an American Aviator



Break
Catan
Evening Reading:
56
Why Pi? – Modern Measuring
Pockets of Potential by CarlyShuler, Ed, M. January 2009 (Handed
out on Day 3)
57
STEM Institute Daily Schedule Outline
Day Five: Wednesday, July 28, 2010
Invention of the Day, July 28:
In 1858, fingerprints were used as a
means of identification for the first
time.
Today in Science History
http://www.todayinsci.com/7/7_28.h
tm

40 minute Wake Up Call

Creating a 20 Question Card : In groups
Hand Out: 20 Question blank I am a _________________
Each group will decide on a theme (examples: shapes, STEM
careers, Inventions) then each player in the group needs to create a
20 Question card for that theme. If a team has 3 participants then
they will have 3 different 20 Question card. Let participants have
20 minutes to work in groups. (Homework due tomorrow to share
with group.)
Group One: Inventions
Group Two: Math
Group Three: Science
Group Four: Geometric Shapes
58

Mobile Learning :
Discussion/Activity of Pockets of Potential by Carly Shuler, Ed,
M. January 2009. “The kids these days are not digital kids. The
digital kids were in the 90’s. The kids today are mobile, and there’s
a difference. Digital is the old way of thinking, mobile is the new
way.”

Did You Know?
A YouTube video that predicts the future of computers and
America. Found at:
http://www.youtube.com/watch?v=4Q75KhAeqJg

Break

Surveying (10:00 to 11:30) and Flip Video and Moodle

Lunch at 12:30 to 1:30 (meet at Killdeer Mountain Manufacturing after
lunch)

Killdeer Mountain Manufacturing Field Trip: STEM Hotspot at 1:30
To find out more information about this company, please visit the
web site http://www.kmmnet.com/

Why Pi? Book discussion/activity for Modern measuring
Number Systems – Binary, Decimal
Timeline of Computer Inventions poster

Describe a future computer

Future of Education?
What are the teachers doing?
What are students doing?
How are students learning?
59
What do classroom looks like?

Evening Reading :
Are You Ready for Mobile Learning? by Joseph Rene Corbeil and
Maria Elena Valdes-Corbeil, 2007
Found at http://net.educause.edu/ir/library/pdf/eqm0726.pdf
60
STEM Institute Daily Schedule Outline
Day Six: Thursday, July 29, 2010
In 1920, the first transcontinental airmail flight relay from
New York to San Francisco occurred. A quote from the event,
"I happened to be the man on the spot, but any of the rest of
the fellows would have done what I did, " said Jack Knight,
first night mail flight, which was part of a record-setting
transcontinentalairmail relay. Interstate carriage of mail by
airplane was sanctioned between Garden City and Mineola,
NY with Earle H. Ovington, first U. S. mail pilot(1911). This
was a dangerous occupation: 31 of the first 40 pilots hired to fly mail were killed
in crashes. Regular transcontinental airmail service began in1924.
Today in Science History http://www.todayinsci.com/7/7_29.htm

40 minute Wake Up Call

Discussion of 40 Minute Wake up Calls

Sharing of 20 Question Cards

Read “Cloudy with a Chance of Meatballs” by Judi Barrett.

Moodle

Lunch

Sharing of STEM Lesson Plans

Break

Fractions

Sharing of STEM Lesson Plan

Evaluation
61
Appendix D
STEM Institute Handouts
62
Side 2 of 40 Minute Wake-Up Call Brochure
64
Appendix E
Research Participant Invitation Letter
Dear _________________________________,
You are invited to participate in a study that I am conducting as part of my
graduate studies at Minot State University. I am investigating how teachers who
attended the six-day STEM Institute in July of 2010, have applied the information
they learned to their 2010-2011 school year classrooms. As one of these teachers
you are invited to participate in a focus group where you will share your
experiences during the 2010-2011 year, regarding the following: 1) your
successes and struggles while applying the information you learned at the 2010
STEM Institute, 2) any new technologies, content, practices, or ideas that you
incorporated into lessons to promote 21st century skills, and 3) how you
encouraged students’ interests in STEM fields. All teachers who participated in
the July 2010 STEM Institute are invited to participate in this study.
If you decide to participate, you can attend a focus group interview on July
__, 2011 from 9 a.m. to 12 p.m. or if that time is inconvenient, a person-to-person
interview can be schedule. Digital recordings will be made of the focus group
interview and person-to-person interviews. All participants who participate in the
study will receive a $50 stipend.
Names of participants and the participant’s schools will remain
confidential. All data collected will be kept in a locked filing cabinet in my office
or on my password-protected computer.
Please e-mail s.egli@dickinsonstate.edu or call me at 1-701-690-6459 to
say if you are or are not interested in participating in the study.
Thank you,
Shawna Egli
65
Appendix F
Research Participant Consent Letter
Using STEM Education to Promote 21st Century Math Skills
Shawna Egli
Purpose of Research
I am currently attending Minot State University, working toward my Masters of
Arts of Teaching: Mathematics degree. As part of my graduate studies, I am
investigating how teachers who attended the six-day STEM Institute in July of
2010, have applied the information they learned to their 2010-2011 school year
classrooms.
Procedures
At the end of the 2010-2011 school year, teachers who participated in the STEM
Institute during July 2010 will participate in a focus group interview or an
individual interview. A predetermined protocol will be used to lead the focus
group as well as the personal interviews. Information collected will be used to: 1)
discover teacher’s successes and struggles while applying the information from
the 2010 STEM Institute, 2) find out any new technologies, content, practices, or
ideas that teachers incorporated into lessons to promote 21st century skills, and 3)
how teachers encouraged students’ interests in STEM fields.
Duration of Participation
As explained in the letter of invitation, the focus group will last approximately
three hours. If you are participating in an interview, it should last approximately
an hour. Once the focus group or interview is complete, your participation is
complete.
Confidentiality
Names of participants and the participant’s schools will remain confidential. All
data collected will be kept in a locked filing cabinet in my office or on my
password-protected computer.
Risks
There are no anticipated risks to participants in this study.
66
Benefits
The anticipated benefits of participating in this study are being able to
communicate, share, and learn what other participates from the Institute are doing
in their classroom. You will also receive a $50 stipend for your participation.
Human Subject Statement
This research has been approved by Minot State University’s Institutional Review
Board. If you have questions about your rights as a research subject, please
contact Dr. Brent Askvig, IRB Chair, at 701-852-3052.
Offer to Answer Questions
If you have any questions or concerns about the study, feel free to contact me at
1-701-690-6459 or email me at s.egli@dickinsonstate.edu. Thank you for your
consideration.
Voluntary Nature of Participation
This study is voluntary. If you decide to participate you can withdraw your
consent and discontinue participation at any time. If you decide to participate, you
are free to withdraw your consent at any time. If you do not consent or withdraw
your consent, your responses will not be included in my results.
Consent Statement
You are voluntarily making a decision whether or not to participate in this study.
With your signature below, you are indicating that upon reading and
understanding the above information, you agree to allow your focus
group/interview responses to be used in this study. You will be given a copy of
the consent form to keep.
_______________________
Name of Participant (Print)
____________
Date
_________________
Participant Signature
_______________________
Name of Researcher (Print)
____________
Date
_________________
Researcher Signature
Thank you for your participation.
Sincerely,
Shawna Egli
67
Appendix G
Focus Group Protocol
Script for Facilitator
1. Greeting Participants
Facilitator should arrive 15 minutes before the participants. Arrange
the seating so it is in a circle or around a large table so participants
can clearly see each other. The facilitator should greet each
participant with a friendly welcome to help participants feel
comfortable and set the tone for an enjoyable, fun discussion. If
refreshments are available, inform participants to help themselves.
Hand out the Participant’s Stipend form and ask participants to fill
out the form. Explain this form is for the $50 stipend. Also, have
them sign the participant sign in sheet for verification of participants.
This sheet will also include geographic data needed for the study.
2. Consent Process
“Good morning and I am glad that all of you could make it today. In
the next 2 to 3 hours, we are going to discuss STEM Education. I am
gathering input from you, the teachers who attended the six-day
STEM Institute in July of 2010. I hope to learn about the successes
and struggles you had while integrating STEM pedagogy into your
curriculum. I would like to know about new technologies or ideas you
have incorporated into your lessons to promote 21st century skills. I
am interested in the available activities you used to encourage
students’ interest in STEM fields. Before we get started, we need to
talk about the consent form. This form explains important
information about this process.”
68
Give each participant the consent form and read it aloud to the
group. Have participants sign it and then collect the consent forms.
3. Explain the Focus Group Process
Ask if anyone has participated in a focus group discussion before. “A
focus group brings participants together for an interview that is
intended to explore certain topics in depth. For this particular focus
group, we are going to discuss three main topics while reflecting back
on the 2010-2011. Those three topics are:
1. Success and struggles of implementing STEM education content
and practices.
2. New technologies/ideas/practices/content you have incorporated
into your lessons to promote 21st Century Skills
3. Activities students participated in to encourage students’ interests
in STEM fields
We are here today to collect information on those three topics.
4. Rules
 Information provided in the focus group must be kept
confidential
 Turn off cell phones
 Everyone should participate
 Have fun
5. Turn on Recorder
6. Recording Information
69
State aloud “Today’s Date is __(today’s date)__ and this is the STEM
Institute focus group discussion”
7. Introductions
Have each participant state his or her name, where they taught, and
what grades/subjects during the 2010-2011 school year, as a
reintroduction to the group.
Remind participants to sign the participant sign-in sheet.
8. Questions
{It is important to give people time to think before answering the
questions. The facilitator may ask spontaneous questions that arise
from the discussion in order to probe deeper into a topic.}
“Please answer the following questions in regards to the 2010-2011
school year.”
1. Think back on the 2010-2011 school year, what are some success
stories of integrating STEM Education into your curriculum?
2. What are some lessons learned as a result of integrating STEM
Education into your curriculum this past year?
3. Describe any new technologies/ideas/practices/content that you
integrated into your classroom that promote 21st century skills. The
technology/idea/practice/content does not have to be new to the
world, just new to you and your class.
4. Reviewing the 2010-2011 school year, by show of hands, how
many of you worked with other teachers/professionals to plan
student activities that involved using a variety of STEM content
70
areas? Those of you who raised your hand, please explain the
student activity(s).
5. Reviewing the 2010-2011 school year, by show of hands, how
many of you did NOT work with other teachers/professionals to plan
student activities that involved using a variety of STEM content
areas? Those of you who raised your hand, please explain and discuss
the barriers that prevented it.
6. Still referring to the 2010-2011 school year, give examples of
activities that were available to you and your students that
encouraged students’ interest in STEM fields.
7. {Facilitator gives each participant the “STEM Activity Table”
worksheet}
Did students in your class participant in the following activities? If
they did participate in that particular activity, please explain that
activity (s) in the “Yes” column. If they did not participate in the
activity, please describe the barrier (s) that prevented the activity.
{Facilitator should evaluate when most participants have finished
writing. Than the facilitator should inform the group that we will
began discussion on this question in one minute and participants can
continue to write during the discussion. After one minute, continue
with question 8.}
71
{Example of STEM Activity Table}
STEM Activity Table
Activity
Yes,
No,
In the 2010 – 2011
school year
and describe the
activity (s)
and describe the
barrier(s) that
prevented the
activity
STEM Related Field
Trip(s)
STEM Guest Speaker(s)
Interdisciplinary
Project(s)/Assignment(s)
Math/Science Problems
from a Textbook
72
Actual Real-Life
Application of STEM
Fields.
STEM Career Awareness
Class Discussions
Activities that Develop
Creativity and
Innovation Skills
Computer Applications
On-line Learning
Mobile Learning
73
8. Did students in your class participant in the following activities:
STEM related field trip(s), STEM guest speaker(s), interdisciplinary
project(s)/assignment(s), math/science problems from a textbook,
actual real-life application of STEM fields, STEM career awareness
class discussions, activities that develop creativity and innovation
skills, computer applications, on-line learning, and mobile learning. If
they did, please explain the activity(s).
{Facilitator should go through each activity one at a time, giving each
participant time to talk and share.}
9. Did students in your class participant in the following activities:
STEM related field trip(s), STEM guest speaker(s), interdisciplinary
project(s)/assignment(s), math/science problems from a textbook,
actual real-life application of STEM fields, STEM career awareness
class discussions, activities that develop creativity and innovation
skills, computer applications, on-line learning, and mobile learning.
For the activities students did not participate in, please describe the
barriers.
{Facilitator should go through each activity one at a time, giving each
participant time to talk and share.}
10. Other comments about STEM Education, 21st century skills,
and/or the 2010-2011 school year that you would like to share?
Collection of Materials
Facilitator needs to:
 Verify that all participants signed the participant sign-in sheet.
Then collect the sign-in sheet.
74
 Collect each Participant’s Stipend Form.
 Collect each Participant’s STEM Activity Table.
Closing the Focus Group Discussion
“Thank you for participating in the discussion. The information
gathered today will be used to help identify the successes/struggles
of integrating STEM Education. The data will be evaluated to
determine the new technologies/ideas/practices/content teachers
are using to promote 21st century skills. It will also be used to
determine how students are being encouraged to explore STEM
fields. Have a great afternoon. If anyone would like to continue the
discussion, I am more than will to stay, but as of now the focus group
discussion is dismissed. Again, thank you for your help in this study.”
75
Appendix H
Personal Interview Discussion Protocol
Script for Facilitator
1. Greeting Participant
Facilitator should arrive 15 minutes before the participant. Arrange
the seating so the participant and the facilitator can clearly see each
other. The facilitator should greet the participant with a friendly
welcome to help the participant feel comfortable and set the tone
for an enjoyable, fun discussion. Hand out the Participant’s Stipend
form and ask the participant to fill out the form. Explain this form is
for the $50 stipend. Also, have them sign the participant sign in sheet
for verification of participants. This sheet will also include geographic
data needed for the study.
2. Consent Process
“Good morning and I am glad that you and I have a opportunity to
discuss STEM Education. I am gathering input from you, because you
are a teacher who attended the six-day STEM Institute in July of
2010. I hope to learn about the successes and struggles you had
while integrating STEM pedagogy into your curriculum. I would like
to know about new technologies or ideas you have incorporated into
your lessons to promote 21st century skills. I am interested in the
available activities you used to encourage students’ interest in STEM
fields. Before we get started, we need to talk about the consent
form. This form explains important information about this process.”
Give the participant the consent form and read it aloud. Have
participants sign it and then collect the consent forms.
76
3. Explain the Personal Interview Process
For this interview, we are going to discuss three main topics while
reflecting back on the 2010-2011. Those three topics are:
1. Success and struggles of implementing STEM education content
and practices.
2. New technologies/ideas/practices/content you have incorporated
into your lessons to promote 21st Century Skills
3. Activities students participated in to encourage students’ interests
in STEM fields
We are here today to collect information on those three topics.
4. Rules
 Information provided this interview must be kept confidential
 Turn off cell phones
 Have fun
5. Turn on Recorder
6. Recording Information
State aloud “Today’s Date is __(today’s date)__ and this is the STEM
Institute Personal Interview with (participates first and last name) ”
7. Introductions
Ask the participant where they taught, and what grades/subjects
during the 2010-2011 school year.
8. Questions
77
{It is important to give people time to think before answering the
questions. The facilitator may ask spontaneous questions that arise
from the discussion in order to probe deeper into a topic.}
“Please answer the following questions in regards to the 2010-2011
school year.”
1. Think back on the 2010-2011 school year, what are some success
stories of integrating STEM Education into your curriculum?
2. What are some lessons learned as a result of integrating STEM
Education into your curriculum this past year?
3. Describe any new technologies/ideas/practices/content that you
integrated into your classroom that promote 21st century skills. The
technology/idea/practice/content does not have to be new to the
world, just new to you and your class.
4. Reviewing the 2010-2011 school year did you worked with other
teachers/professionals to plan student activities that involved using a
variety of STEM content areas and if you did please explain the
student activity(s).
5. Reviewing the 2010-2011 school year, if you did NOT work with
other teachers/professionals to plan student activities that involved
using a variety of STEM content areas, please explain the barriers
that prevented it.
6. Still referring to the 2010-2011 school year, give examples of
activities that were available to you and your students that
encouraged students’ interest in STEM fields.
78
7. {Facilitator gives the participant the “STEM Activity Table”
worksheet}
Did students in your class participant in the following activities? If
they did participate in that particular activity, please explain that
activity (s) in the “Yes” column. If they did not participate in the
activity, please describe the barrier (s) that prevented the activity.
{Facilitator should evaluate when the participant has finished writing
and then continue with question 8.}
79
{Example of STEM Activity Table}
STEM Activity Table
Activity
Yes,
No,
In the 2010 – 2011
school year
and describe the
activity (s)
and describe the
barrier(s) that
prevented the
activity
STEM Related Field
Trip(s)
STEM Guest Speaker(s)
Interdisciplinary
Project(s)/Assignment(s)
Math/Science Problems
from a Textbook
80
Actual Real-:Life
Application of STEM
Fields.
STEM Career Awareness
Class Discussions
Activities that Develop
Creativity and
Innovation Skills
Computer Applications
On-line Learning
Mobile Learning
81
8. Did students in your class participant in the following activities:
STEM related field trip(s), STEM guest speaker(s), interdisciplinary
project(s)/assignment(s), math/science problems from a textbook,
actual real-life application of STEM fields, STEM career awareness
class discussions, activities that develop creativity and innovation
skills, computer applications, on-line learning, and mobile learning. If
they did, please explain the activity(s).
{Facilitator should go through each activity one at a time, giving the
participant time to talk and share.}
9. Did students in your class participant in the following activities:
STEM related field trip(s), STEM guest speaker(s), interdisciplinary
project(s)/assignment(s), math/science problems from a textbook,
actual real-life application of STEM fields, STEM career awareness
class discussions, activities that develop creativity and innovation
skills, computer applications, on-line learning, and mobile learning.
For the activities students did not participate in, please describe the
barriers.
{Facilitator should go through each activity one at a time, giving the
participant time to talk and share.}
10. Other comments about STEM Education, 21st century skills,
and/or the 2010-2011 school year that you would like to share?
Collection of Materials
Facilitator needs to:
 Verify that the participant signed the participant sign-in sheet.
Then collect the sign-in sheet.
82
 Collect Participant’s Stipend Form.
 Collect Participant’s STEM Activity Table.
Closing the Personal Interview Discussion
“Thank you for participating in the interview. The information
gathered today will be used to help identify the successes/struggles
of integrating STEM Education. The data will be evaluated to
determine the new technologies/ideas/practices/content teachers
are using to promote 21st century skills. It will also be used to
determine how students are being encouraged to explore STEM
fields. Have a great day. (shake participant’s hand) Thank you for
your help in this study.”