Teaching Materials Science and Engineering (MSE) in the Pre-College Classroom as a Vehicle for NGSS Implementation
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Teaching Materials Science and Engineering (MSE) in the Pre-College Classroom as a Vehicle for NGSS Implementation Nicole Granucci1,2,4; Carol Jenkins1,2,3,; Melanie Bauer1; Ashley L. Gard1; Bryn Pinkerton3; Christine Broadbridge,2,3,4, 1 Center for Research on Interface Structures and Phenomena (CRISP), Yale University and Southern CT State University, New Haven, CT, United States 2 Department of Physics, Southern CT State University, New Haven, CT, United States 3 Office for STEM Innovation and Leadership, Southern CT State University, New Haven, CT, United States 4 Sacred Heart Academy, Science Department, Hamden, CT, United States ABSTRACT Adoption of Materials Science and Engineering (MSE) into the pre-college classroom is an ideal strategy for addressing Next Generation Science Standards (NGSS), specifically the Science and Engineering Practices. MSE offers core science and engineering topics that can be incorporated into existing Science, Technology, Engineering, and Mathematic (STEM) curricula through teaching modules. Using MSE as a teaching vehicle, the Center for Research on Interface Structures and Phenomena (CRISP) conducted a series of small-scale studies of its teacher professional development workshops and a student summer program, along with related teaching modules, in an effort to measure the contribution MSE has on students and K-12 STEM educators. Based on participant survey feedback, CRISP found improvement in students’ MSE knowledge, interests, and career goals. For teachers, in addition to improving their MSE knowledge, they also increased their comfort and confidence in teaching MSE concepts in their classroom. These results provide evidence for the use of MSE modules as productive teaching tools for NGSS Science and Engineering Practices, as well as producing workforce-competitive STEM students. INTRODUCTION The nation’s competitive development and future economic and social growth depend on the innovation, creativity and scientific and mathematical literacy of our future science and engineering students [1]. Despite incremental progress in certain aspects of education, American students continue to fall below average on mathematical and scientific skills needed to succeed in a complex global economy. In order to address these knowledge and skill deficits and overcome prior shortcomings, the National Science Education Standards were recently reevaluated and improved in light of current scientific pedagogy to better prepare future scientists and engineers. The National Research Council, National Science Teachers Association, American Association for the Advancement of Science, and Achieve have all contributed to the development of these NGSS. These standards highlight the skills and content needed to enhance K-12 students’ understanding of science and the 21st-century workplace. The NGSS focus is to improve science education through three-dimensional learning and instruction which include Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas [2]. MSE provides a
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