Many people embrace what is called STEM at this time. There was SMET before there was STEM.
There was a time when science was pushed aside and people who dared to advocate it were not in the right political space. We suffered but continued the practice of good teaching.
We had our champions, and one of them was Dr. Robert Tinker of Concord.org who got great funding for a number of revolutionary programs and projects and many of them were for K -12.
His projects were much needed to change teaching and learning .
More alphabet soup.
You may ask what is TERC?
For more than fifty years, TERC introduced millions of students throughout the United States to the exciting and rewarding worlds of math and science learning. Led by a group of experienced, forward-thinking math and science professionals, TERC is an independent, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.
What is really important is that there was extensive broadening engagement and the vision that TERC and Robert Tinker had was an immersive imagining of a future in which learners from diverse communities engaged in creative, rigorous, and reflective inquiry as an integral part of their lives—a future where teachers and students alike are members of vibrant communities where questioning, problem solving, and experimentation are commonplace.
This ideational scaffolding worked.
One of the projects was the NGS Kids Network , standards-based, online science curriculum that allowed students from around the world to investigate topics and share their findings.
Students explored real-world subjects by doing exactly what scientists do: conducting experiments, analyzing data, and sharing results with peers.
You will remember the climate march and the scientists march. With Bob Tinker we marched with our fingers and minds exploring real world science and the ideas are still being used and referenced.
There are pieces of this work that are still relevant. There was an extensive set of resources for teachers at each topic.
You can explore the Unit TRASH here.
You can explore the topic “What’s in Our Water?” here.
Here is the background for water.
You can explore SOLAR ENERGY here. It has been updated.
A National Geographic Summer Institute was where Concord.org was introduced to me. I believe I met Dr. Tinker however, at the NSTA conference. or at the George Lucas Educational Foundation in a round table discussion. There we learned about probes. The way we worked was revolutionary in science , and we true pioneers got some push back. We had Dr. Tinker as a resource and the information was free. The promise of the Internet for all has never happened , but if you could get on the Information Highway, well, Concord was there for you.
If you ever taught a National Geographic Kidsnetwork Program and did it well ,you know that it changed the face of teaching and learning. Here is a research report that explains the way in which it worked.
The National Geographic Kids Network
REFERENCE: TERC. (1990). The National Geographic Kids Network: Year 4 Final Annual Report. Cambridge, MA: Author.
In conjunction with the National Geographic Society, TERC created The National Geographic Kids Network as a resource for improving elementary science and geography instruction in classrooms around the world. Since its inception in 1986, more than a quarter of a million students in over 7,500 classrooms had then used the network to collaborate on science and geography projects ranging from the study of solar energy to acid rain.( old data)
The primary goal of the National Geographic Kids Network was to promote science and discovery in elementary classrooms by combining hands-on science, geography, and computer technologies with telecommunications activities.
The topics were the beginning of real science study for many students.
The National Geographic Kids Network includes seven 8-week curriculum units focusing on “increasing the time spent on inquiry-oriented, hands-on science instruction, strengthening science process and data analysis skills, raising public awareness of the value and feasibility of appropriate science instruction, and publishing and widely disseminating curricular materials that further these goals.” While students research, collect, analyze, and share data with their peers they also problem solve and collaborate with students at other schools. In addition, the network also features a scientist who works with students electronically to evaluate their data, make comments, and offer suggestions. The seven 8-week units include:
- Hello! This was a special introductory unit that let us learn how to use project based learning and collaborate with other classes.
- Solar Energy
- Acid Rain
- What Are We Eating?
- What’s in Our Water?
- Too Much Trash?
- Weather in Action
The beginning unit was very special.
Students and teachers and community collaborated and shared , giving information, history, geography and data about where they lived. They got mail. This was a personalized way , it was a pre-social media of talking with and learning with students in other parts of the world.
How excited my students were to link with a school in Moscow, Russia, or to figure out what animals were pets in some places of the world that we considered pests.
For those of us who used the units , the task of classroom management was quite different from that faced by teachers employing the traditional instructional methods of lecture, discussion, and seat work. Geography was a huge factor in the work. Sometimes there was application of the arts, and yes, there was purposeful reading and writing. The face of the working classroom was changed. Extensive resources were shared with teachers.
Students were involved in an inquiry process and reported back to a scientist who helped them analyze their data . There were geographical teams of students sharing information , and collecting data and sometimes telling their stories. I was a teacher of the Gifted, but I was able to use technology to transition into being a classroom teacher for all. Parents and community members were excited about meaningful uses of technology.
With NGS Kidsnetwork, students spend the majority of their time working on their own or in small groups collecting and doing research.
Teachers often spend their time participating in projects as peers , with community interface of experts, parents helping with the data.