Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance

Abstract

Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers when they participated in an out-of-school professional development (PD) program to design and implement a STEM after-school program (ASP) in partnership with a local university. We specifically look at how participation in the PD and the implementation of an ASP supported them in creating science content that was relevant to their students, as well as the activities and tools teachers highlighted as important for their learning. We provide a rich description through case study methodology of how both teachers learned to make the science content more relevant to students as they developed an ASP about water issues within the community. We argue that the ASP became a productive space for teachers to work with students in informal settings and acquaint themselves with their students in new and different ways to those afforded by their formal classroom.

Keywords

• STEM
• teachers
• informal learning
• relevance