A recent study funded by the National Science Foundation found that children as young as six develop attitudes that males are better at computer science and engineering than females (U.S. National Science Foundation, 2024). This means that students are entering into K-12 schooling with these beliefs and we must carefully consider the opportunities for our youngest students to be exposed to Science and Engineering Practices (SEPs). This study reaffirms the need for professional learning and support for teachers to have the skills necessary to feel confident in their application of SEPs in the classroom, especially for our elementary teachers. This support ensures that our youngest learners are exposed early and often to computer science and engineering topics.

In Wilson County Schools, North Carolina, our approach has been to ignite professional learning with experiential learning (EL) for our teachers. Modeling hands-on application of SEPs with standards aligned content has made a dynamic difference. It allows teachers to see the experience as a student and leave the session with an activity ready to go into their classrooms. This model also allows teachers to maximize their limited instructional planning time as they are able to immediately use the resources with students. 

How It Works

Our professional development (PD) model focused on STEM education, and the SEPs are designed with an experiential learning lens. Experiential learning is a teaching practice where learners are immersed in a cycle of learning through experience and reflection. Traditionally, PD is offered to educators where a lecturer transmits information to teachers as they listen and observe, or a “sit and get”. Designing a PD with experiential learning as the foundation aids in expanding teachers’ pedagogy on STEM education and the SEPs to implement a similar learning environment for their own students (Klein & Riordan, 2011; Mitchell, 2024). 

Providing training to educators that immerses learners in an EL experience allows them to develop conceptual knowledge of this practice, thus organically allowing reflection to occur based on their experience to recreate the experience in their classroom and allowing them to make minor changes within their instructional practices (Girvan et al., 2016; Mitchell. 2023; Rajbanshi et al., 2020; Wang et al., 2021). Taking this approach grows teachers to move beyond a traditional PD model and experience the true nature of SEPs.

What Experiential Learning STEM and SEP Training Looks Like

An example of a recent EL STEM and SEP training was focused on a STEM challenge based on an informational text. Teachers read about NASA’s mission to land a rover on Mars. They were then tasked to use the engineering design process to design and build a shuttle that would withstand the vibrations of landing on the surface. They were provided time to test their designs on an earthquake simulator and make improvements as needed.

kids in a STEM activitypicture of the STEM activity

Wilson County Schools educators working on a STEM challenge during PD.

This 45-minute EL PD provided our teachers the opportunity to experience multiple SEPs integrated into one STEM activity. They:

  • identified what the problem was and asked questions throughout their design and build process,
  • planned and carried out an investigation using the engineering design process,
  • constructed explanations and justifications for their builds and designed solutions to meet the criteria of the challenge, and
  • communicated their rationale for their designs within their collaborative groups and peers.

Next Steps Post-SEP Training

After this training, teachers were encouraged to implement the same challenge with their own students with support and reflect on their experiences. This hands-on approach not only empowered teachers to deepen their understanding of SEPs, but also equipped them with practical strategies to inspire and engage their students in STEM learning.

In conclusion, it is clear that fostering interest in STEM from an early age requires intentional, hands-on approaches that inspire both educators and students. By equipping teachers with experiential learning opportunities rooted in SEPs, we create a ripple effect that empowers them to confidently bring STEM to life in their classrooms. This work is essential to shaping equitable, dynamic learning environments where every student can see themselves as a scientist, engineer, or innovator.

We invite you to support this mission by advocating for experiential learning opportunities for educators and ensuring proper funding and resources are available so we can build a future where all students are empowered to explore, create, and lead in STEM fields. Let’s take action to inspire the next generation of thinkers and problem solvers—starting today.

References

Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129-139.

Klein, E. J. & Riordan, M. (2011). Wearing the “student hat”: Experiential professional development in expeditionary learning schools. Journal of Experiential Education, 34(1), 35-54. https://doi.org/10.5193/jee34.1.35

Mitchell, C.(2023). Beyond the Acronym of STEM: Experiential Learning Professional Development for Integrative STEM Education. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/ 7599 

Rajbanshi, R., Brown, S., Mucundanyi, G., Ozer, M., & Delgardo, N. (2020). A case study on professional development: Improving STEM teaching in K12 education. The Qualitative Report; Fort Lauderdale, 25(12), 4209-4223.

U.S. National Science Foundation. (2024, December 9). At what age do children begin identifying with stem? the answer is younger than we thought. NSF. https://new.nsf.gov/news/what-age-do-children-begin-identifying-stem-answer-younger 

Wang, T., Ramdeo, J., & McLaughlin, C. (2021). Experiencing and experimenting: An exploration of teacher agency in an international collaborative teacher professional development programs using experiential learning. Teacher and Teacher Education, 104, 103389

AUTHORS:
Dr. Pam Batchelor, Ed.D., CETL, Executive Director of Technology and Innovation, Wilson County Schools (NC), CoSN 2025 Driving K-12 Innovation Advisory Board Member
Dr. Christine Mitchell, Ed.D., District STEM Coordinator, Wilson County Schools (NC)

Published: January 27, 2025

Bios

Dr. Batchelor, CETL, is the Executive Director of Technology and Innovation for Wilson County Schools, where she drives the future of education by blending technology with creative teaching strategies. With a background as a secondary social studies teacher, district instructional coach, state education consultant, and central office administrator, she brings a wealth of hands-on experience to her leadership. Known for her passion for storytelling, Dr. Batchelor excels at connecting cutting-edge technology with pedagogical practices, transforming classrooms into vibrant, engaging learning environments. Her mission is to empower educators and inspire students by making learning more accessible, interactive, and meaningful.

Dr. Mitchell serves as the District STEM Coordinator for Wilson County Schools where she advocates for STEM Education, including integrative STEM education, intentional alignment with curriculum, robotics, project-based learning, cross-curricular collaboration, and providing real-world connections. She graduated with her doctorate from the University of South Carolina in Curriculum & Instruction with a concentration in STEM Education. She was the recipient of the USC Departmental STEM Doctoral Achievement Award for her dissertation work in 2023. Her passions and research interests include effective professional development to support student-centered instructional approaches, such as K-12 STEM education, inquiry-based instruction, and project-based learning. She is a 2024-2025 Kenan Fellow and serves on the NC Science Leadership Association Board of Directors.

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