- Year 2018
- NSF Noyce Award # 934715
- First Name Isi
- Last Name Ero-Tolliver
- Discipline Biology
- Co-PI(s)
Clair Berube, Hampton University
Francis Erebholo, Hampton University
Cindy Thomas-Charles, Hampton University - Presenters
Isi Ero-Tolliver, Hampton University
Need
The need for the interdisciplinary modules to be co-created by the pre-service teachers is to assist them in ways of creating lessons in STEM that are interdisciplinary. It fulfills the need for pre-service teachers to start thinking of collaborative efforts across disciplines that will engage their students and make more opportunities for middle school students to become scientifically literate. There is a gap in research about ways of introducing peer-reviewed articles to a group of diverse, middle and high school students in high need areas and our modules are being created to assist with the gap in literature and in classrooms.
Goals
The overarching goal of this project is to design science modules that incorporate multiple disciplines in problem-solving, while alleviating stresses that pre-service teachers may have about designing opportunities, through dissection of peer-reviewed articles, for their STEM students.
Approach
Our approach is to work with our pre-service teachers during the school year to design modules that focus on scientific literacy that include training on how to introduce peer-reviewed articles to their students, how to strategically distill important findings from scientific papers, how to design and understand tables and graphs, and support scientific arguments with data. Our team of biologists, mathematicians and science educators will work diligently wit
Outcomes
We anticipate that designing these modules with a group of faculty members in STEM disciplines will foster a collaborative environment and support group that eventually lead our pre-service teachers to independently creating and implementing more lessons in their classrooms.
Broader Impacts
The broader impact of this project is to assist our pre-service teachers in creating lessons and fostering environments within their classroom that introduce scientific literacy in positive and collaborative ways. We anticipate that students and teachers will benefit from these lessons and the anxiety of science in the classroom may be minimized.
