Month/Year of Graduation

5-2025

Degree Name

Bachelor of Science (B.S.)

First Advisor

Kelly Gomez Johnson

Abstract

As a whole, interest in Science, Technology, Engineering, and Mathematics (STEM) education in schools is on the rise at a national level, and it is widely recognized that the development of skills and concepts in science, technology, engineering, and math are not only beneficial to students, but are in fact necessities for future citizens of an increasingly global world (Kelley & Knowles, 2016.) Despite this increasing acceptance and awareness of the need for STEM literacy, there is a critical lack of guidelines on what STEM education actually entails and how to effectively integrate these concepts and skills into the educational system. Approaches span a broad range of ideas, from perspectives encouraging STEM integration to be more dynamic and led by students to other viewpoints emphasizing the more typical procedure of teacher-led learning. Situated in a metropolitan elementary school, this study examines a University-School District partnership through an undergraduate research experience which aims to determine how young students best learn and develop STEM knowledge and skills.

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