Program on the Environment

While Science, Technology, Engineering, and Math (STEM) is intended to be a core part of education, there are currently major barriers that students must overcome in order to find their ‘STEM identity.’ With decreasing interest in STEM topics, there are fewer students who will have the skills to be future researchers in scientific and environmental fields. However, this downward trend isn’t irreversible: in fact, we already know how to turn it around. The aim of my internship and accompanying research was to gain a deeper understanding of the interaction between Place-Based Scientific Inquiry (PBSI) – a type of hands-on learning performed in local environments – and STEM, as well as to gather perspectives and opinions of stakeholders in the field.

Along with creating curricular resources for Pierce County, I sought the perspectives of educators and University of Washington students on the integration of PBSI into STEM. According to my research, the integration allows for beneficial cognitive and social student outcomes, including increased connection to place and academic achievement. At the same time, that integration is difficult to execute due to adherence to federal education standards, and a lack of institutional support and educator capacity. The implications of these results are as follows: students claim that hands-on experiences strengthen their connection to STEM, but educators avoid PBSI education because of a lack of training. In total, increased resources for educators can benefit all stakeholders by bolstering educator’s confidence and providing students with the opportunities they need.