Rural Elementary Teachers’ Perceptions of STEM Education Following STEM Kits Intervention

Author

Marcy Hood, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2024

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Henson, Harvey

Abstract

This study served to enhance STEM education in rural areas elementary classrooms, where schools often contend with limited resources. The literature called attention to a gap in students not exposed to STEM instruction until they reached secondary school. This gap was revealed in the literature to show a decline in students pursuing a career in STEM fields. This action research study was carried out using a theory of change approach and was viewed via the constructivist lens. The data was collected by having elementary teachers complete a questionnaire after integrating STEM lesson kits in their classrooms throughout the intervention. Findings showed that students who received early STEM instruction in elementary school developed an early interest in the subject and went on to continue STEM throughout their education and pursue professions in those disciplines. These findings have implications that elementary teachers may teach STEM education in the classroom and see success and excellence in their students’ academic areas if given practical hands-on materials and a mentor to guide them. The STEM lesson kits are the essential resources for this research, but resources alone cannot educate, mentorship is required to complement the kits. This dissertation suggests that STEM education become part of elementary school curricula aligned with Next Generation Science Standards (NGSS) and that appropriate mentors be available to teachers.