Efforts to improve science literacy, especially in underserved areas, are gaining momentum as researchers and educators seek to bridge the gap in science education. Such initiatives are particularly critical in the rural South, where students face significant barriers to learning science, often compounded by economic hardships and limited resources.

Addressing these challenges, education researchers at Michigan State University (MSU) have undertaken a project, in collaboration with the historically Black institutions Alabama A&M University (AAMU) and Winston-Salem State University (WSSU), to adapt the high school chemistry and physics curriculum, Crafting Engaging Science Environments (CESE), to be more culturally responsive for students in this region.

“This partnership represents a step forward for science education research at [AAMU] and a step forward for the children of Alabama, particularly those who reside in rural areas,” Samantha Strachan, EdD, associate professor and program coordinator of secondary education at AAMU, said in a statement announcing the project. “Our university will be centrally involved in employing an innovative approach that can potentially transform how teachers teach science and how students learn science.”

The regionally responsive approach of the CESE curriculum integrates students’ cultural backgrounds and everyday experiences into science curriculum. This method aims to make the subject more relatable and engaging, thereby fostering sustained interest in STEM (science, technology, engineering, and math) fields, encouraging more students to pursue higher education and careers in these areas.

Experts agree that abstract STEM concepts are less likely to resonate with students than hands-on experiments and teachings that are more relevant to their communities, such as drinking water quality, local energy production, and regional ecological and environmental studies.

The CESE curriculum’s project-based learning aligns with the Next Generation Science Standards and allows students to explore and investigate topics related to their interests and lived experiences. Examples include physics modules explaining the forces physics modules and motions involved when dropping and damaging a phone, and engineering materials on the sound principles that go into designing a concert experience. By collecting and analyzing data and testing theories, students can see the practical applications of science in their lives.

“[CESE] is advancing science education, and with the collaboration of our partners, we believe it will in the South as well,” Barbara Schneider, PhD, the John A. Hannah University Distinguished Chair at the MSU College of Education and the principal investigator of the project, said in a university statement. “When students in the rural South find solutions to meaningful challenges in their communities through science learning, we hope to see their increased engagement in STEM and desire to pursue science careers.”

Funded by a $7.7 million Education Innovation and Research grant from the U.S. Department of Education, the project will be evaluated through a rigorous process. To determine the effectiveness of the CESE curriculum in enhancing science achievement in the rural South, a five-year randomized control trial will involve 4,000 students and 90 teachers from low-income and underrepresented communities in Alabama and North Carolina. The study will utilize existing partnerships between AAMU, WSSU, and their respective local school districts.

The project will also include professional development opportunities for teachers, provision of curricular materials and science equipment, and collaboration with technology companies to ensure students have the necessary tools required. This comprehensive approach ensures that both students and teachers are well equipped to engage with the work and apply it effectively in their classrooms.

The CESE curriculum has already shown positive results in Michigan and California, with increased student engagement and higher achievement scores. The expectation is that similar success will be seen in the rural South, Schneider said, resulting in more students opting to pursue science careers. Engaging students in project-based learning helps them gain confidence and see themselves as future scientists.

“Science teaching and learning is a crucial part of preparing the next generation of adult citizens to be functional in their families, communities, region and in the global landscape,” Lena Walton, PhD, an associate professor of elementary education at AAMU, said in the statement. “This collaborative project-based initiative will enhance the teaching of science so students will be able to experience its relevance and applicability even in their lives as non-scientists.”●