SySTEMically Improving Student Academic Achievement in Math and Science
Abstract: Presented by Kevin Mason; Charles Bomar; Petre Ghenciu; Mike LeDocq; Carolyn Chapel; Jerrilyn Brewer; Jerry Redman. This conference paper is for the ASQ Education Division's 2011 Advancing the STEM Agenda in Education, the Workplace and Society Conference. The Western Wisconsin STEM Consortia project – SySTEMically Improving Student Academic Achievement in Mathematics and Science – provided professional development for 60 K-12 teachers from 9 different school districts in Western Wisconsin. The project was funded by a Math and Science Partnership Grant from the Wisconsin Department of Public of Instruction. The purpose of the project was to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. The 2010 Summer STEM Academy focused on ecosystems and the interdependence of organisms (Wisconsin Model Academic Standards F.12.7 and F.12.8), scientific inquiry (Wisconsin Model Academic Standard C), and statistics and probability (Common Core Standards S-CP and S-MD). It also addressed effective pedagogical strategies in mathematics and science, including contextual teaching, problem-based learning, project-based learning, and inquiry-based learning. Data analysis revealed that of the 60 teacher participants, 83% demonstrated significant gains in mathematics content knowledge and 62% demonstrated significant gains in science content knowledge.
Keywords: STEM - Teaching Quality - Training - Conference Proceedings