Abstract
This study describes a program that the University of Alabama at Birmingham (UAB) carried out in partnership with Birmingham City Schools (BCS) to test an educational intervention, i.e., Hands-On Physics (HOP), among 8th grade students in predominantly minority schools. It also evaluated teachers' demographics and educational backgrounds. The students conducted four physics experiments during a three day period. They performed better on post-tests. The actual and the percent gains in knowledge for each school were essentially equal for the schools that had passing versus failing grades in annual state assessment (20.4±5.6/49.0±5.6%, 20.4±2.7/48.4±8.3%, respectively). Most students (53%) stated that they were comfortable with science, 88% indicated that they were planning to enter higher education, and 86% agreed that higher education was very important for their future. The students' major perceived obstacles to higher education were education cost and low grades. The teachers were primarily between 40-59 years old (60%), female (80%) and African-American (93%), and 87% majored in biology (93%). Forty percent had a bachelor's degree and 60% had a master's degree. They reported that they needed more support teaching physics and reported that a lack of materials and time were the main obstacles to provide the highest quality science educational experiences.
Highlights
Due to the 21st century’s rapidly developing technology-dominated economy students who are well-trained in science, technology, engineering and mathematics (STEM) are in high demand (Alden and Taylor-Kale, 2018; De Silver, 2014); much of the U.S population is not receiving STEM education that engages them early and provides them with the education needed to enter into STEM careers (Hrabowski III, 2018; Overton, 2017; Ufnar and Shepherd, 2018; Wang and Degol, 2017; Wang, 2013)
Student Surveys a) Science questions results (Questions 1-6). This Hands-On Physics (HOP) education protocol was conducted during the 2016-17 school year and completed by 8th grade students at 15 Birmingham City Schools (BCS)
Each school was numbered based on the order of the 2016-17 Alabama State Education Report card (Alabama State Department of Education Report Card, 2018)
Summary
Due to the 21st century’s rapidly developing technology-dominated economy students who are well-trained in science, technology, engineering and mathematics (STEM) are in high demand (Alden and Taylor-Kale, 2018; De Silver, 2014); much of the U.S population is not receiving STEM education that engages them early and provides them with the education needed to enter into STEM careers (Hrabowski III, 2018; Overton, 2017; Ufnar and Shepherd, 2018; Wang and Degol, 2017; Wang, 2013). The lack of opportunities in STEM including the number of under-qualified teachers, weak funding, poor resourcing, low expectations, and the limitation of advanced level courses amplifies the lack of underrepresent students in the STEM career pipeline (Museus et al, 2011). There is an urgent need for innovative, hands-on STEM educational opportunities that excite and educate young underrepresent minority students in STEM careers (Avilés, 2012)
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