STEM Research Experiences for Teachers: A Feasibility Study of the Sustainable Energy for Empowering Rural Communities Program
DOI:
https://doi.org/10.51355/j-stem.2025.172Keywords:
STEM, Teacher Education, Rural K-12 SchoolsAbstract
Evaluating teacher STEM education programs is an essential but sometimes overlooked step in enhancing STEM education for students in the United States. The current study evaluated a novel STEM education program for rural teachers in sustainable energy engineering (SEER) to address basic program feasibility and teacher perceptions of the experience. A quantitative approach examined teacher (n=10) report of program engagement, utility, learning for the classroom, research for the classroom, and engineering principles. A qualitative approach gathered teacher responses about their experiences in the SEER program, including program activities, feelings, challenges, and benefits. Findings reveal that teachers were generally engaged and enthusiastic about the utility of the program, including its relevance for teaching in the classroom and growth of knowledge of engineering principles. Teachers also reported that they were excited but initially anxious about their ability to engage in STEM research. Towards the end, teachers reported enhanced confidence in their abilities, as well as broadened STEM networks and new curriculum for the classroom. Results provide support for the SEER program’s ability to provide quality rural STEM teacher education.
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