Community-Based Problem Solving in STEM: A Qualitative Case Study of K-8 STEM Education
Date
2024-01-26
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Abstract
A theoretical framework grounded in constructionism and pragmatism theories supported research on learning by doing. This framework underpinned the purpose of this qualitative case study to explore how K-8 STEM teachers facilitated projects utilizing innovative technologies to solve community-based problems. The problem was a lack of connection between community- based problems with current standards and pedagogy designed to develop a globally competitive workforce. A gap in the literature existed for studies investigating the combination of community-based problems and innovative technology. In examining the problem, the qualitative case study used interviews with 15 STEM teachers in the Midwest United States. Qualitative data analysis software NVivo version 14.23.0 was used to code the interview data. The final analysis relied on a bottom-up approach with inductive reasoning to draw conclusions. The results demonstrated how teachers in STEM programs designed purposeful learning for students and resulted in five themes: STEM Habits of Mind, Lens of Empathy, Connecting Beyond the Classroom, Designing Purposeful Learning, and Innovative Solutions. Conclusions drawn from the results may inform STEM teachers’ pedagogical choices and future programming decisions. Using resources and experts outside the classroom could spark ideas and generate problems and solutions from different perspectives. Solving real-world problems for others moved students from skills-based learning with technology to a problem-solving focus, generating innovative solutions. Teachers learning from this research could harness technology's power for society's good by creating lessons that focus on empowering students to find solutions to current problems in their communities.
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Keywords
community-based, empathy, innovative solutions, innovative technology, K-8 STEM, place-based, problem solving, STEAM, STEM, technology